2014
ST. LUCIE COUNTY PUBLIC SCHOOLS
INSTRUCTIONAL DISTRICT LEADER
EVALUATION SYSTEM
Observation and Evaluation Forms and
Procedures for Leadership Practice
Effective July 1, 2014
A Comprehensive System for Professional Development and Annual
Evaluation of School Administrators.
Aligned with the Florida Principal Leadership Standards SBE Rule
6A-5.080 Reviewed and Approved by the Florida Department of
Education
Submitted for Review and Approval
Florida Department of Education
3/5/2014
TABLE OF CONTENTS
About Evaluation .......................................................................................................... 3
Training and Reflection ................................................................................................. 5
Framework: District Leadership Evaluation ................................................................. 8
Conference/Proficiency Status Short Form................................................................. 12
Additional Metric: Deliberate Practice Guidelines ....................................................... 16
DLA Proficiency Areas with Indicators ........................................................................ 18
DLA Process............................................................................................................... 21
Data Collection and Feedback Protocol Forms and Evaluation Rubrics ..................... 32
Core Practice #1: Getting Results .............................................................................. 33
Core Practice #2: Continuous Improvement of Teaching and Learning ..................... 39
Core Practice #3: Building School Leaders’ Sense of Efficacy for School Improvement
................................................................................................................................... 42
Core Practice #4: Using Data as a Problem Solving Strategy at the District and School
Level ........................................................................................................................... 45
Core Practice #5: Ensuring Productive Leadership Succession ................................. 51
Core Practice #6: Harnessing Family and Community Energies for School
Improvement............................................................................................................... 54
Core Practice #7: Engaging in Professional Learning to Improve Leadership Practices
and Student Learning Outcomes ................................................................................ 57
Core Practice #8: Using the District’s School Administrator Evaluation System
Effectively to Support, Monitor and Evaluate the Effectiveness of School Leaders .... 60
Core Practice #9: Providing Quality Support Services to Principals and Teachers and
Contributing to the Success of All Schools ................................................................. 63
(Universal to all Central Office including non-instructional central leaders) ............... 63
Core Practice #10: Focusing on Behaviors Essential to Success as a District Leader;
Demonstrating Personal and Professional Behaviors Consistent with Quality Practices
in Education and as a Community Leader (Universal to all Central Office including
non-instructional central leaders)............................................................................... 66
EVALUTION FORM: Annual PERFORMANCE LEVEL ............................................. 68
APPENDIX A .............................................................................................................. 68
2
About Evaluation
For the purpose of increasing student learning growth by improving the quality of
instructional, administrative, and supervisory services in the public schools of the state,
the district school superintendent shall establish procedures for evaluating the
performance of duties and responsibilities of all instructional, administrative, and
supervisory personnel employed by the school district. Florida Statutes Section
1012.34 (1) (a).
What does this mean?
To accomplish the purpose defined in law, a district evaluation system for district
administrator’s must:
1. Be focused on leadership actions that impact student learning , and;
2. Support professional learning on performance of duties and responsibilities that
matter most for student learning, faculty and leadership development.
The evaluation system adopted by the district is:
 Based on contemporary research that reveals educational leadership behaviors
that, when done correctly and in appropriate circumstances, have a positive
impact on student learning, faculty, and leadership development.
 Fully aligned with the Florida Principal Leadership Standards – a State Board of
Education rule that sets expectations for principal performance (SBE Rule 6A5.080).
A New Approach to Evaluation: This evaluation system is designed to support three
processes:
 Self-reflection by the leader on current proficiencies and growth needs (What
am I good at? What can I do better?)
 Feedback from the evaluator and others on what needs improvement.
 An annual summative evaluation will be conducted for each district leader at
least once a year that assigns one of the four performance levels required by law
(i.e., Highly Effective, Effective, Needs Improvement, or Unsatisfactory).
What is Evaluated?
Evaluation of district leaders is based on observation and evidence about certain
leadership behaviors AND the impact of a leader’s behavior on others.
The portion of evaluation that involves “impact on others” comes in two components:
1. Student Growth Measures: At least 50% of a district leader’s annual evaluation
is based on the performance of students in the district on specific state or district
assessments (e.g. FCAT, EOC exams).
2. The Leadership Practice: This component contributes the remaining percentage
of the district leader’s evaluation. Leadership Practice combines results of the
District Leader Assessment (DLA) and an additional Metric – Deliberate Practice.
The DLA contribution to evaluation is based on observation of the leader’s
actions and the leader’s impact on the actions and behaviors of others.
3
The processes and forms described in the following pages are focused on the District
Practice component of evaluation.
Who is Evaluated?
INSTRUCTIONAL
Deputy Superintendent
Assistant Superintendent, Student Services & ESE
Assistant Superintendent, Fine Arts & Schools
Assistant Superintendent, Curriculum & Instructional Programs
Assistant Superintendent, Federal Programs & Title I Schools
Assistant Superintendent, Secondary Schools
Director, Assessment & Accountability
Director, Career & Technical Education
Director, Curriculum
Director, FDLRS
Director, Quality Instruction
Director, School Renewal
Director, Student Services & ESE
Coordinator, Early Childhood PreK-3 (HMH Funded)
Coordinator, Title I & Migrant
Coordinator, Virtual Programs & Secondary Support (HMH Funded)
OPERATIONAL
Assistant Superintendent, Business Services & CFO
Assistant Superintendent, Human Resources
Assistant Superintendent, Strategic Planning & Central Services
Assistant Superintendent, Information & Instructional Technology
Executive Director, Growth Management
Executive Director, Legal Services
Director, District Communications
Director, Food Service
Director, Personnel
Director, Student Assignment
Director, Transportation
Chief of Security & School Safety
Coordinator, Risk Management
4
Training and Reflection
The content of the district evaluation system informs those evaluated and those doing
evaluations of the issues to address and the processes to use.

Those being evaluated use these documents to guide self-reflection on practices
that improve your work.

Evaluators provide both recurring feedback to guide growth in proficiency in district
priorities and provide summative performance ratings.

Those who are both evaluated by this system and evaluate others with it will do
both.
Things to know:
1. The Research Framework(s) on which the evaluation system is based. Each
research framework is associated with particular approaches to instruction or
leadership. The research aligned with the district framework(s) is a useful source
of deeper understanding of how to implement strategies correctly and in
appropriate circumstances. Evaluators can provide better feedback to subordinates when they understand the research framework
2. Inter-rater reliability: Evaluators in the district should be able to provide subordinates similar feedback and ratings so that there is consistent use of the
evaluation system across the district. This is promoted by training on the
following:
a. The “look fors” – what knowledge, skills, and impacts are identified as
system priorities by inclusion of indicators in the evaluation system.
b. The Rubrics – how to distinguish proficient levels.
c. Rater reliability checks. Processes for verifying raters meet district
expectations in using the rubrics.
3. Specific, Actionable, and Timely Feedback Processes: What evaluators observe
does not promote improvement unless it is conveyed to employees as specific,
actionable and timely manner. Training on how to do so is essential.
4. Conference protocols and use of forms: Know what is required regarding
meetings, conference procedures, use of forms, and records.
5. Processes and procedures for implementing the evaluation system
a. Evidence gathering: What sources are to be used?
b. Timeframes, record keeping
c. Scoring rules
6. Student Growth Measures: The performance of students will represent 50% of the
annual performance level once three years of student performance data is
5
available. District VAM will be used as the specific growth measure. “Cut points”
applied will conform to Florida Statutes and State Board rules.
7. Sources of information about the evaluation system: All district leaders and
evaluators will have access to the same information and expectations. The school
district will provide a guide to the District Leader Evaluation System to every
district leader and those who will be using the system. The district is developing a
link to leadership evaluation that will provide evaluators and employees access to
manuals, forms, documents etc. In addition, the district also has a forms
database that will include all forms needed for implementation of the District
Leader Evaluation System. Face-to-face training has been scheduled beginning
May 2014 and will occur in digestible bites over the course of the school year
where awareness of district processes and expectations are identified.
8. Training: Evaluators and those being evaluated will participate in on-going
professional development in the new approach to the district leader evaluation
system. Professional development and monitoring of implementation will occur
strategically over the course of the first year of implementation and begin in May
2014 with a preview of the new system
9. Parents are invited to provide input on the performance of district leaders.
Supervisors are expected to consider the comments and input offered by parents
through surveys and information received via the Parent Input Form. This form will
be made available in the school office and on the district webpage. Each year the
Superintendent notifies parents via the district website they are invited to provide
feedback on school leaders as appropriate.
10. Continuous Improvement and Professional Development: The multi-dimensional
framework for district leaders for the state of Florida is designed as a
comprehensive framework for effective district leaders. These strategies have a
high probability that if done correctly and in appropriate circumstances, will
enhance student learning, and faculty and school leader proficiency on strategies
that positively impact student learning and therefore support the district and
school improvement plans. Data collected from the evaluation process will be
used by both the district and schools to inform the next cycle of improvement
planning.
The district is planning to link data collection and analysis from evaluation and
professional development through LIIS that is under development. This data
analysis will provide the district with the ability to link individual, school and district
improvement plans and improve the ability of the district to focus professional
development where it will have the greatest impact on student achievement
whether it be individual, collegial or district-wide.
Monitoring for the effective and consistent use of the evaluation criteria by
evaluators is the responsibility of the evaluator’s supervisor. Data from LIIS
collected will be reviewed as part of the monitoring process by the evaluator’s
supervisor. In addition, an annual review team will meet for the first year of
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implementation on a quarterly basis to review fidelity of implementation. The
team will also make recommendations for annual review and updates.
11. Reporting Processes: An annual review of the district leader evaluation system
will be completed by an Evaluation Review Team to determine compliance with
Florida Statute. Any recommended revisions will be reviewed and approved by
the school board before incorporation into the evaluation system.
An ongoing evaluation of the district leader evaluation system to include analysis
of data such as overall district trends, fidelity of implementation and feedback from
users will be conducted by the Evaluation Review Team. Quarterly reports will be
made to the Superintendent and the Executive Council. Periodic updates will be
presented to the School Board as appropriate. The following methods will be used
to collect data:





Surveys to assess perceptions of adequacy of training, understanding of the
system, fairness of the process, and impact of the new process on teaching
and student learning
Impact of professional growth plans on teacher/student learning
Trend data on professional development offerings
Patterns of performance on various components of the framework
Review and feedback on the forms, rubric language, processes and support
materials for recommended revisions
The District is planning to link data collection and analysis from evaluation and
professional development through the LIIS that is under development. This data
analysis will provide the District with the ability to link individual school and District
improvement plans and improve the ability of the District to focus professional
development where it will have the greatest impact on student achievement.
This analysis will be conducted with the assistance of the Department of
Accountability and Assessment, Instructional Technology and Human Resource
Divisions. Recommended revisions as a result of the analysis will be presented to
the school board for annual approval.
The district will follow the reporting processes required by FLDOE to comply with
1012.34 reporting requirements. The district will adhere to all reporting
requirements required by the DOE.
7
Framework: District Leadership Evaluation
A Multi-Dimensional Framework: This evaluation system is based on contemporary
research that identify district leadership strategies or behaviors that, done correctly and
in appropriate circumstances, have a positive probability of improving student learning,
and faculty and school leader proficiency on instructional strategies that positively
impact student learning.
REFERENCE LIST
Illustrative reference lists of works associated with this framework are provided below
MULTI-DIMENSIONAL DISTRICT LEADERSHIP FRAMEWORK: Illustrative references
•
•
•
•
•
Foundational Research
Burch, P. & Spillane, J. (2004). Leading from the Middle: Mid-Level District Staff
and Instructional Improvement. Cross City Campaign for Urban School Reform.
Chicago.
Honig, M. Coplane, M, Rainey, L., Lorton, J., & Newton, M. (2010). Central Office
Transformation for District-wide Teaching and Learning Improvement. Center for
the Study of Teaching and Policy. University of Washington.
Seashore-Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E.
(2010). Investigating the links to improved student learning. The Wallace
Foundation.
Robinson, V. M. J. (2011). Student-centered leadership. San Francisco, CA:
Jossey-Bass.
Zavadski, H. (2009). Bringing School Reform to Scale. Harvard Education Press.
Cambridge, MA.
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High Effect Size Indicators
Student learning needs and faculty and leadership development needs will vary from
school to school and from district to district. However, contemporary research reveals a
core of instructional and leadership strategies that have a higher probability than most
of positively impacting student learning in significant ways.
•
Research on the cause and effect relationships between instructional and leadership
strategies and student outcomes address the effect size of a strategy: What degree of
impact does it have?
•
In the content of district instructional and leadership evaluation systems, effect size is
a statistical estimation of the influence a strategy or practice has on student learning.
Effect size calculations result from statistical analyses in research focused on student
learning where the correct and appropriate use of a strategy yields better student
learning growth than when the strategy is not used or is used incorrectly or
inappropriately.
•
In research terms, those strategies often identified as “high effect size” are those
with higher probabilities of improving student learning.
Classroom teachers need a repertoire of strategies with a positive effect size so that
what they are able to do instructionally, after adapting to classroom conditions, has a
reasonable chance of getting positive results. As district/school leaders and mentor
teachers begin to focus on feedback to colleagues to improve proficiency on practices
that improve student learning growth, emphasis should be on those strategies which
have a high effect size. Where every Florida classroom teacher, and school and district
leader has a core repertoire of highly effective practices, progress on student learning
is accelerated.
The Department’s identified set of indicators on high effect size instructional and
leadership strategies with a causal relationship to student learning growth constitute
priority issues for deliberate practice and faculty development.
Classroom Teacher High Effect Indicators
Learning Goal with Scales: The teacher provides students with clearly stated
learning goals accompanied by a scale or rubric that describes levels of
performance relative to the learning goal.
Tracking Student Progress: The teacher facilitates the tracking of student
progress on learning goals using a formative approach to assessment.
Established Content Standards: The teacher ensures that lesson and unit plans
are aligned with established state content standards identified by the district and
the manner in which that content should be sequenced.
9
Multi-tiered System of Supports: The teacher provides a learning environment
with multiple tiers of support to meet individual needs and affect positive change.
Tracking Rate of Progress: The teacher’s implementation of a multi-tiered system
of supports (MTSS) routinely collects, analyzes, and uses on-going progress
monitoring data to evaluate student rate of progress aligned with behavioral and
grade-level academic standards.
Clear Goals: The teacher identifies a lesson or part of a lesson as involving
important information to which students should pay particular attention.
Text Complexity: The teacher engages students in reading strategies with
“complex enough” text to cognitively challenge students and embeds close reading
and rereading of complex text into instructional processes as a routine event.
ESOL Students: The teacher provides instruction to ESOL students on the
development of the English language learners’ ability to produce and respond to
spoken and written English texts, from pronunciation and formation of individual
sounds and letters, through word and sentence level, to patterns of text structure
utilizing the appropriate ESOL teaching strategies.
School Leadership High Effect Indicators
Feedback Practices: The school leader monitors, evaluates proficiency, and provides
timely feedback to faculty on the effectiveness of instruction on priority instructional
goals, and the cause and effect relationships between professional practice and
student achievement on those goals.
Facilitating Professional Learning: The school leader manages the organization,
operations, and facilities to provide the faculty with quality resources and time for
professional learning, and engages faculty in effective individual and collaborative
learning on priority professional goals throughout the school year.
Clear Goals and Expectations: The school leader communicates goals and
expectations clearly and concisely using Florida’s common language of instruction
and appropriate written and oral skills, communicates student expectations and
performance information to students, parents, and community, and ensures faculty
receives timely information about student learning requirements, academic standards,
and all other local, state, and federal administrative requirements and decisions.
Instructional Resources: The school leader maximizes the impact of school
personnel and fiscal and facility resources to provide recurring systemic support for
instructional priorities and a supportive learning environment.
High Effect Size Strategies: The school leader takes actions to ensure that
instructional personnel receive recurring feedback on their proficiency in high
effect size instructional strategies.
10
Instructional Initiatives: District-supported state initiatives focused on student growth
are supported by the school leader with specific and observable actions including
monitoring of implementation and measurement of progress toward initiative goals and
professional learning to improve faculty capacity to implement the initiatives.
The following indicators relate to leadership focused on specific instructional
improvement initiatives:
•
Monitoring Text Complexity: The school leader monitors teacher implementation
of reading strategies with cognitively challenging text and embedding of close
reading and rereading of complex text into instructional processes as a routine event.
(Reading)
•
Interventions: The school leader routinely uses teacher-collected student response
data to determine effectiveness of instruction and interventions school-wide, gradewide, class-wide, and specific to student sub-groups. (MTSS)
•
Instructional Adaptations: The school leader routinely engages teachers
collaboratively in a structured data-based planning and problem-solving process in
order to modify instruction and interventions for accelerated student progress and to
monitor and evaluate the effect of those modifications. (MTSS)
•
ESOL Strategies: The school leader monitors the school and classrooms for
comprehensible instruction delivered to ESOL students and the utilization of ESOL
teaching strategies appropriate to the students in the class. (ESOL)
11
Conference/Proficiency Status Short Form
District Leader Assessment (DLA)
Conference Summary/Proficiency Status Update - Short Form
Leader:
Supervisor:
This form summarizes feedback about proficiency on the indicators, standards, and core
practices marked below based on consideration of evidence encountered during this
timeframe:__________________________________
Core Practice 1: Getting Results
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on an indicator,
assign a proficiency level by checking one of the four proficiency levels. If not being rated at this time,
leave blank.
Indicator 1.1
The district leader has an impact on improving student achievement by focusing on behaviors that
influence student performance results.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 1.2
The district leader has an impact on the percentage of effective and highly effective principals and
teachers in the district by focusing on behaviors that result in positive trend lines on principal and teacher effectiveness.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Core Practice 2: Continuous Improvement of Teaching and Learning
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on an indicator,
assign a proficiency level by checking one of the four proficiency levels. If not being rated at this time,
leave blank.
Indicator 2.1
The district leader communicates a strong belief in the capacity of teachers and principals to
improve the quality of teaching and learning and in the district’s capacity to develop the organizational conditions needed
for that to happen.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 2.2
The district leader builds consensus about core expectations for professional practice ( Common
Core, Florida Standards, teaching, leadership).
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 2.3
The district leader directs energy, influence, and resources toward data analysis for instructional
improvement, development and implementation of quality standards-based curricula to achieve the district’s learning
goals.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 2.4
The district leader differentiates support to principals in relation to evidence of compliance and skill
in implementing the expectations, with flexibility for school-based innovation.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 2.5
The district leader sets clear expectations for school leadership practices and establishes/supports
leadership development systems to select, train and assist principals and teacher leaders consistent with district
expectations.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 2.6
The district leader supports organized opportunities for teachers and principals to engage in schoolto-school communication, focusing on the challenges of improving student learning and program implementation.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 2.7
The district leader develops and models strategies and norms for local inquiry into challenges
related to student learning and program implementation.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 2.8
The district leader coordinates district support for school improvement across organizational units
in relation to district priorities, expectations for professional practice, and a shared understanding of the goals and needs
of specific schools.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
12
Core Practice 3: Building School Leaders’ Sense of Efficacy for School
Improvement
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on an indicator,
assign a proficiency level by checking one of the four proficiency levels. If not being rated at this time,
leave blank.
The district leader establishes and maintains a district-wide focus on student achievement and
Indicator 3.1
instruction.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 3.2
The district leader encourages teamwork and professional community by including both principals
and teachers in district-wide decisions that directly impact their work.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
The district leader aims to provide stable district leadership as a contribution to principal efficacy.
Indicator 3.3
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 3.4
The district leader supports hiring policies that allow principals to select teachers they believe to be
outstanding choices for their own school contexts.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 3.5
The district leader requires/monitors the development of improvement plans in all schools, with
improvement goals expected to be clear and aligned with state and district standards, but with considerable discretion
left to the school to determine the paths to goal achievement.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Core Practice 4: Using Data as a Problem Solving Strategy at the District & School
Level
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on an indicator,
assign a proficiency level by checking one of the four proficiency levels. If not being rated at this time,
leave blank.
Indicator 4.1
The district leader helps principals and teachers use their data not only into actionable evidence, but
also to help principals understand the implications of such evidence for their improvement plan.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 4.2
The district leader collects and uses data about local family educational cultures- norms, beliefs,
values and practices reflecting families’ dispositions toward schooling and their role in it.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 4.3
The district leader works with principals to systematically collect high-quality data (evidence about
the school and classroom conditions that would need to change) for their students’ achievement to improve.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Core Practice 5: Ensuring Productive Leadership Succession
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on an indicator,
assign a proficiency level by checking one of the four proficiency levels. If not being rated at this time,
leave blank.
Indicator 5.1
The district leader recognizes the importance of stable leadership in the schools to minimize the
effects of frequent principal turnover.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 5.2
The district leader ensures that principals effectively distribute leadership to mitigate some of the
negative consequences of turnover.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 5.3
The district leader ensures principals newly assigned to schools initially work within the existing
culture of their schools, rather than attempting to quickly substantially change it, to avoid negative turnover effects.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 5.4
The district leader ensures a smooth transition from one principal; to the next by clarifying the
district’s expectations for the job to be done by the incoming principals, and by participating with teachers and the new
principal in initial discussions about expectations for the new principal’s work.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 5.5
The district leader implements the district succession plan for school and district leaders by
identifying (early in their careers) talented teachers and leaders who have the potential to become school principals and
district administrators.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
13
Core Practice 6: Harnessing Family and Community Energies for School
Improvement
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on an indicator,
assign a proficiency level by checking one of the four proficiency levels. If not being rated at this time,
leave blank.
Indicator 6.1
The district leader engages in dialogues with principals about the importance of being open to
community and parental involvement by partnering with parents and community members in school improvement
efforts, parents as vital partners in the learning process, the importance of shared leadership, and taking the critical role
that the community plays in every child’s life.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 6.2
The district leader takes an active role in teaching parents and other community members how to be
involved in education. These efforts include providing information and instructional sessions about shared governance.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Core Practice 7: Engaging in Professional Learning to Improve Leadership
Practices and Student Learning Outcomes
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on an indicator,
assign a proficiency level by checking one of the four proficiency levels. If not being rated at this time,
leave blank.
Indicator 7.1
The district leader participates in active professional learning communities in which key district and
school leaders have common learning experiences aligned to district priorities.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 7.2
The district leader implements an individual deliberate practice plan aligned to priority student
learning goals and results from ongoing feedback and prior evaluations.
( ) Highly Effective
Indicator 7.3
effectiveness.
( ) Highly Effective
Indicator 7.4
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
The district leader implements the used of high effect size practices to improve personal leadership
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
The district leader participates in the professional development required of principals.
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Core Practice 8: Using the District’s School Administrator Evaluation system
Effectively to Support, Monitor, and Evaluate the Effectiveness of School Leaders
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on an indicator,
assign a proficiency level by checking one of the four proficiency levels. If not being rated at this time,
leave blank.
Indicator 8.1
The district leader monitors the effectiveness of principals using contemporary research and the
district’s principal evaluation system criteria and procedures to improve student achievement and leadership proficiency
on the FPLS and FEAP’s.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 8.2
The district leader provides and receives timely and actionable feedback on principal’s proficiency
on high effect size leadership strategies relate to effective instructional leadership.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
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Core Practice 9: Providing Quality Support Services to Principals and Teachers
and Contributing to the Success of All Schools
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on an indicator,
assign a proficiency level by checking one of the four proficiency levels. If not being rated at this time,
leave blank.
Indicator 9.1
The district leader demonstrates the expertise, knowledge and qualifications needed to provide
high-quality support to schools.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 9.2
The district leader provides feedback, information and support in a timely courteous manner in
ways that help build capacity at the school level and support school needs.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 9.3
The district leader responds to school needs with differentiated support by providing direct services
and support, serving as a broker of services and support, and/or building the capacity at the school level to provide
themselves with the needed support.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Indicator 9.4
The district leader engages in cross functional support of schools by communicating, cooperating
and collaborating in an effort to provide coordinated and planned support systems to schools.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Core Practice 10: Focusing on Behaviors Essential to Success as a District
Leader; Demonstrating Personal and Professional Behaviors Consistent with
Quality Practices in Education and as a Community Leader
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on an indicator,
assign a proficiency level by checking one of the four proficiency levels. If not being rated at this time,
leave blank.
Indicator 10.4
The district leader adheres to the Code of Ethics of the Education Profession in Florida and to the
Principles of Professional Conduct for the Education Profession.
( ) Highly Effective
( ) Effective
( ) Needs Improvement
( ) Unsatisfactory
15
Additional Metric: Deliberate Practice Guidelines
Deliberate Practice: The leaders work on specific improvements in mastery of
educational leadership is a separate metric and is combined with the District Leader
Assessment Domain Scores to determine a summative leadership score.
Deliberate Practice (DP)
Core Practice Area(s) and Target(s) for District Leader Growth
Deliberate Practice Priorities: The leader and the evaluator identify 1 to 4 specific and measurable priority learning
goals related to teaching, learning, or school/district leadership practices that impact student learning growth. One or
two targets are recommended.





The target of a deliberate practice process describe an intended result and will include “scales” or progress
points that guide the leader toward highly effective levels of personal mastery;
The leader takes actions to make discernible progress on those priority goals; monitors progress toward them,
uses the monitoring data to make adjustments to practice, and provides measurable evidence of growth in
personal mastery of the targeted priorities.
The evaluator monitors progress and provides feedback.
The targets are “thin slices” of specific gains sought – not broad overviews or long term goals taking years to
accomplish.
Deliberate practices ratings are based on comparison of proficiency at a “start point” and proficiency at a
designated “evaluation point”. The start point data can be based on a preceding year evaluation data on a
specific indicator or core practice area, or determined by district leader and evaluator either at the end of the
preceding work year or at the start of the new work year in which the DP targets will be used for evaluation.
Relationship to other measures of professional learning: Deliberate Practice targets are specific and deeper learning
related to teaching, learning, or district leadership practices that impact student learning. The DP learning processes
establish career-long patterns of continuous improvement and lead to high quality instructional leadership.
Selecting Growth Targets:
Growth target 1: An issue that addresses a school or district improvement need related to student learning and either
selected by the district or approved by leader’s supervisor. The focus should be on complex issues that take some
time to master such as providing observation and feedback of high-effect size instructional practices.
Growth target 2: An issue related to a knowledge base or skill set relevant to instructional leadership selected by
leader).
Growth target 3-4: Optional: additional issues as appropriate.

The addition of more targets should involve estimates of the time needed to accomplish targets 1 and 2.
Where targets 1 and 2 are projected for mastery in less than half of a school year, identify additional
target(s).
The description of a target should be modeled along the lines of learning goals.

A concise description (rubric) of what the leader will know or be able to do

Of sufficient substance to take at least 6 weeks to accomplish

Includes scales or progressive levels of progress that mark progress toward mastery of the goal.
Rating Scheme

Unsatisfactory = no significant effort to work on the targets

Needs Improvement = evidence some of the progress points were accomplished but not all of the targets

Effective = target accomplished

Highly effective = exceeded the targets and able to share what was learned with others
Sample:
Target: Leader will be able to provide feedback to classroom teachers on the effectiveness of learning
goals with scales in focusing student engagement on mastery of state standards.
Scales:
Level 3: Leader develops and implements a process for monitoring the alignment of classroom
assessments to track trends in student success on learning goals.
Level 2: Leader develops and implements a process for routinely visits classes and engaging students in
discussion on what they are learning and compares student perceptions with teacher’s learning goals.
Level 1: Leader can locate standards in the state course description for each course taught at the school
and completes the on-line module on Learning Goals (both at www.floridastandards.org) and engages
teachers in discussion on how they align instruction and learning goals with course standards.
16
Deliberate Practice Growth Target
School Leader’s Name and position:
____________________________________________________________________________________
Evaluators Name and Position:
____________________________________________________________________________________
Target for school year: ___________________
Date Growth Targets Approved: _______________________________________________________
District Leader’s Signature: _______________________________________
Evaluator’s Signature___________________________________
Deliberate Practice Growth Target #: _______ (Insert target identification number here, then check one
category below)
( ) District Growth Target
( ) Leader’s Growth Target
Focus Issue(s): Why is the target worth pursuing?
Growth Target: Describe what you expect to know or be able to do as a result of this professional
learning effort.
Anticipated Gain(s): What do you hope to learn?


Plan of Action: A general description of how you will go about accomplishing the target.
Progress Points: List progress points or steps toward fulfilling your goal that enable you to monitor your
progress.
1.
2.
3
Notes:
17
DLA Proficiency Areas with Indicators
District Leader Assessment
A Multidimensional Leadership Assessment
10 Core Practice Areas
A summative performance level is based 50% on Student Growth Measures
(SGM) that conform to the requirements of s. 1012.34, F.S., and 50% on a
Leadership Practice Score. The Leadership Practice Score is obtained from two
metrics:


District Leader Assessment (DLA)
Deliberate Practice Score
The district leader’s Assessment Score is combined with a Deliberate Practice
Score to generate a Leadership Practice Score. The tables below list the district
leader performance core practices.
Core Practice 1: The focus is on leadership practices that influence student
achievement, and principal and teacher effectiveness.
Core Practice 1: Getting Results
Indicator 1.1
The district leader has an impact on improving student achievement by focusing on behaviors
that influence student performance results.
Indicator 1.2
The district leader has an impact on the percentage of effective and highly effective principals
and teachers in the district by focusing on behaviors that result in positive trend lines on principal and teacher
effectiveness.
Core Practice 2: The focus is on leadership practices that promotes
Core Practice 2: Continuous Improvement of Teaching and Learning
Indicator 2.1
The district leader communicates a strong belief in the capacity of teachers and principals to
improve the quality of teaching and learning and in the district’s capacity to develop the organizational conditions
needed for that to happen.
Indicator 2.2
The district leader builds consensus about core expectations for professional practice ( Common
Core, Florida Standards, teaching, leadership).
Indicator 2.3
The district leader directs energy, influence, and resources toward data analysis for instructional
improvement, development and implementation of quality standards-based curricula to achieve the district’s learning
goals.
Indicator 2.4
The district leader differentiates support to principals in relation to evidence of compliance and
skill in implementing the expectations, with flexibility for school-based innovation.
Indicator 2.5
The district leader sets clear expectations for school leadership practices and
establishes/supports leadership development systems to select, train and assist principals and teacher leaders
consistent with district expectations.
Indicator 2.6
The district leader supports organized opportunities for teachers and principals to engage in
school-to-school communication, focusing on the challenges of improving student learning and program
implementation.
Indicator 2.7
The district leader develops and models strategies and norms for local inquiry into challenges
related to student learning and program implementation.
Indicator 2.8
The district leader coordinates district support for school improvement across organizational
units in relation to district priorities, expectations for professional practice, and a shared understanding of the goals
and needs of specific schools.
18
Core Practice 3: Building School Leaders’ Sense of Efficacy for School
Improvement
Indicator 3.1
The district leader establishes and maintains a district-wide focus on student achievement and
instruction.
Indicator 3.2
The district leader encourages teamwork and professional community by including both
principals and teachers in district-wide decisions that directly impact their work.
Indicator 3.3
The district leader aims to provide stable district leadership as a contribution to principal efficacy.
Indicator 3.4
The district leader supports hiring policies that allow principals to select teachers they believe to
be outstanding choices for their own school contexts.
Indicator 3.5
The district leader requires/monitors the development of improvement plans in all schools, with
improvement goals expected to be clear and aligned with state and district standards, but with considerable discretion
left to the school to determine the paths to goal achievement.
Core Practice 4: Using Data as a Problem Solving Strategy at the District & School
Level
Indicator 4.1
The district leader helps principals and teachers use their data not only into actionable evidence,
but also to help principals understand the implications of such evidence for their improvement plan.
Indicator 4.2
The district leader collects and uses data about local family educational cultures- norms, beliefs,
values and practices reflecting families’ dispositions toward schooling and their role in it.
Indicator 4.3
The district leader works with principals to systematically collect high-quality data (evidence
about the school and classroom conditions that would need to change) for their students’ achievement to improve.
Core Practice 5: Ensuring Productive Leadership Succession
Indicator 5.1
The district leader recognizes the importance of stable leadership in the schools to minimize the
effects of frequent principal turnover.
Indicator 5.2
The district leader ensures that principals effectively distribute leadership to mitigate some of the
negative consequences of turnover.
Indicator 5.3
The district leader ensures principals newly assigned to schools initially work within the existing
culture of their schools, rather than attempting to quickly substantially change it, to avoid negative turnover effects.
Indicator 5.4
The district leader ensures a smooth transition from one principal; to the next by clarifying the
district’s expectations for the job to be done by the incoming principals, and by participating with teachers and the
new principal in initial discussions about expectations for the new principal’s work.
Indicator 5.5
The district leader implements the district succession plan for school and district leaders by
identifying (early in their careers) talented teachers and leaders who have the potential to become school principals
and district administrators.
Core Practice 6: Harnessing Family and Community Energies for School
Improvement
Indicator 6.1
The district leader engages in dialogues with principals about the importance of being open to
community and parental involvement by partnering with parents and community members in school improvement
efforts, parents as vital partners in the learning process, the importance of shared leadership, and taking the critical
role that the community plays in every child’s life.
Indicator 6.2
The district leader takes an active role in teaching parents and other community members how to
be involved in education. These efforts include providing information and instructional sessions about shared
governance.
19
Core Practice 7: Engaging in Professional Learning to Improve Leadership
Practices and Student Learning Outcomes
Indicator 7.1
The district leader participates in active professional learning communities in which key district
and school leaders have common learning experiences aligned to district priorities.
Indicator 7.2
The district leader implements an individual deliberate practice plan aligned to priority student
learning goals and results from ongoing feedback and prior evaluations.
Indicator 7.3
The district leader implements the used of high effect size practices to improve personal
leadership effectiveness.
Indicator 7.4
The district leader participates in the professional development required of principals.
Core Practice 8: Using the District’s School Administrator Evaluation system
Effectively to Support, Monitor, and Evaluate the Effectiveness of School Leaders
Indicator 8.1
The district leader monitors the effectiveness of principals using contemporary research and the
district’s principal evaluation system criteria and procedures to improve student achievement and leadership
proficiency on the FPLS and FEAP’s.
Indicator 8.2
The district leader provides and receives timely and actionable feedback on principal’s
proficiency on high effect size leadership strategies relate to effective instructional leadership.
Core Practice 9: Providing Quality Support Services to Principals and Teachers
and Contributing to the Success of All Schools
Indicator 9.1
The district leader demonstrates the expertise, knowledge and qualifications needed to provide
high-quality support to schools.
Indicator 9.2
The district leader provides feedback, information and support in a timely courteous manner in
ways that help build capacity at the school level and support school needs.
Indicator 9.3
The district leader responds to school needs with differentiated support by providing direct services
and support, serving as a broker of services and support, and/or building the capacity at the school level to provide
themselves with the needed support.
Indicator 9.4
The district leader engages in cross functional support of schools by communicating, cooperating
and collaborating in an effort to provide coordinated and planned support systems to schools.
Core Practice 10: Focusing on Behaviors Essential to Success as a District
Leader; Demonstrating Personal and Professional Behaviors Consistent with
Quality Practices in Education and as a Community Leader
Indicator 10.4
The district leader adheres to the Code of Ethics of the Education Profession in Florida and to the
Principles of Professional Conduct for the Education Profession.
20
DLA Process
The District Leader Assessment
 Guides to self-reflection on what’s important to success as a school
leader
 Criteria for making judgments about proficiency that are consistent
among raters
 Specific and actionable feedback from colleagues and supervisors
focused on improving proficiency
 Summative evaluations of proficiency and determination of
performance levels
IMPLEMENTATION PLAN
21
The seven steps of the DLA are described below:
Step 1: Orientation: The orientation step can occur at the start of a new work year, at
the start of a new school year, or at the start of assignment (or new assignment) as a
principal. The depth and detail of orientation may vary based on prior training and
whether changes in evaluation model have occurred, but an annual orientation or refresher orientation should occur. The orientation step should include:
 District provided orientation and training on the District Leadership Standards,
applicable State Board of Education rules, Race To The Top (RTTT)
requirements, and district specific expectations that are subject to the evaluation
system.
 All leaders and evaluators should have access to the content and processes that
are subject to the evaluation system. All leaders and evaluators should have
access to the same information and expectations. This may be provided by the
leader’s review of district evaluation documents, online modules, mentor
sessions, or face-to-face training where awareness of district processes and
expectations are identified.
 At the orientation step, each school leader is expected to engage in personal
reflection on the connection between his/her practice and the indicators in the
district evaluation system. This is a “what do I know and what do I need to know”
self-check aligned with the district evaluation system indicators.
Step 2: Pre-evaluation Planning: After orientation processes, the leader and
evaluator prepare for a formal conference to address evaluation processes and
expectations. Two things occur:
 Leader’s self-assessment from the orientation step moves to more specific
identification of improvement priorities. These may be student achievement
priorities or leadership practice priorities. The leader gathers any data or
evidence that supports an issue as an improvement priority. This may include
District Improvement Plan (DIP), student achievement data, prior evaluations,
and evidence of systemic processes that need work.
 The evaluator articulates a perspective on strengths and growth needs for the
leader and for student achievement issues at the district level.
 During the first year of implementation the evaluator completes a preassessment based on the leader’s previous year performance for discussion.
Step 3: Initial Meeting between evaluatee and evaluator: A meeting on “expectations”
held between leader and supervisor to address the following:
 Evaluation processes are reviewed and questions answered.
 Perceptions (of both) from Pre-evaluation Planning are shared.
 Core Practices and Indicators from evaluation system that will be focus issues
are identified and discussed.
 Student growth measures that are of concern are discussed.
 Relationship of evaluation indicators to the DIP and district-supported initiatives
are discussed.
 Such a meeting is typically face-to-face but may also be via tele-conference or
phone. (Meeting issues can be clarified via texts and emails as appropriate.)
22

Proposed targets for Deliberate Practice (additional metric) are discussed and
determined, or a timeframe for selection of Deliberate Practice targets are set.
While a separate meeting or exchange of information may be implemented to
complete the Deliberate Practice targets, they should be discussed at the Step 3
Conference given their importance to the leader’s growth and the summative
evaluation.
Step 4: Monitoring, Data Collection, and Application to Practice: Evidence is
gathered that provides insights on the leader’s proficiency on the issues in the
evaluation system by those with input into the leader’s evaluation.
 The leader shares with supervisor evidence on practice on which the leader
seeks feedback or wants the evaluator to be informed.
 The evaluator accumulates data and evidence on leader’s actions or impact of
leader’s actions during the routine conduct of work. Such data and evidence may
come from site visits, be provided by the leader, from formal or informal
observations, or from evidence, artifacts or input provided by others. The
accumulated information is analyzed in the context of the evaluation system
indicators.
 As evidence and observations are obtained that generate specific and actionable
feedback, it is provided to the leader in a timely manner. Feedback may be
provided face-to-face, via forms, via email or telephone, or via memoranda.
 Collegial groups, mentors, communities of practice (CoPs), professional learning
communities (PLCs), and lesson study groups in which the leader participates
may provide specific and actionable feedback for proficiency improvement.
 These monitoring actions occur before and continue after the mid-year Progress
Check (step 5).
Step 5: Mid-year Progress Review between evaluatee and evaluator: At a midyear point, a progress review is conducted.
 The leader and evaluator complete ratings using the short form prior to the midyear progress review for the purpose of reflection, status update and discussion.
 Actions and impacts of actions taken on priorities identified in Step 3 Initial
Meeting are reviewed.
 Any indicators which the evaluator has identified for a specific status update are
reviewed. (The leader is given notice of these indicators prior to the Progress
Check, as the feedback expected is more specific than that for the general
indicator overview.)
 The leader is prepared to provide a general overview of actions/processes that
apply to all of the Core Practice areas and may include any of the indicators in
the district system. Any indicator that the evaluator or the leader wishes to
address should be included.
 Strengths and progress are recognized.
 Priority growth needs are reviewed.
 Where there is no evidence related to an indicator and no interim judgment of
proficiency can be provided, a plan of action must be made:
o If the evaluator decides that the absence of evidence indicates
unsatisfactory proficiency because actions or impacts of action should be
23



evident if leader was proficient, the leader is provided notice that the
indicator(s) will be addressed in a follow-up meeting.
o The absence of evidence is explained by lack of opportunity for the
evaluator to note anything relevant, and leader is asked to provide followup data on the indicator prior to the year-end conference.
o The lack of evidence on one indicator is balanced by substantial evidence
on other indicators in the same proficiency area. No follow-up is required
until evidence supporting a Needs Improvement (NI) or Unsatisfactory (U)
rating emerges.
Any actions or inactions which might result in an unsatisfactory rating on a
domain or proficiency area if not improved are communicated.
Any indicators for which there is insufficient evidence to rate proficiency at this
stage, but which will be a priority for feedback in remainder of the year, are
noted.
The Feedback and Protocol Form is used to provide feedback on all indicators
for which there is sufficient evidence to rate proficiency. Notes or memorandums
may be attached to the forms as appropriate to reflect what is communicated in
the Progress Check.
Step 6: Prepare a consolidated performance assessment: The summative
evaluation form is prepared by the evaluator and a performance rating assigned.
 The leader and evaluator complete ratings prior to the year-end meeting for the
purpose of reflection, discussion and annual evaluation.
 Consider including relevant and appropriate evidence by any party entitled to
provide input into the leader’s evaluation.
 Review evidence on leader’s proficiency on indicators.
 Use accumulated evidence and rating on indicators to rate each Core Practice
area.
 Consolidate ratings to calculate an assessment score.
Step 7: Year-end Meeting between evaluatee and evaluator: The year-end meeting
addresses the Assessment Score, the Deliberate Practice Score and Student Growth
Measures.
 The Assessment Score is explained.
 The leader’s growth on the Deliberate Practice targets is reviewed and a
Deliberate Practice Score assigned.
 The Assessment Score and Deliberate Practice Score are combined (as per
weighting formula) to generate a Leadership Practice Score.
 If the Student Growth Measurement (SGM) score is known, inform the leader
how the Leadership Practice Score and SGM Score combine to a summative
performance level of Highly Effective, Effective, Needs Improvement, or
Unsatisfactory.
 If SGM score is not known, inform leader of possible performance levels based
on known Leadership Practice Score and various SGM outcomes.
 If recognitions or employment consequences are possible based on performance
level, inform leader of district process moving forward.
 Review priority growth issues that should be considered at next year’s step 2 and
step 3 processes.
24
Scoring Guide
Summary of Scoring Processes
1. Score Indicators
2. Score Core Practice Areas
3. Score District Leader Assessment
4. Score Deliberate Practice Metric
5. Calculate Leadership Practice Score
6. Calculate Student Growth Measure
Score
7. Assign Proficiency Level rating label
Based on rubrics in the “long forms”
Based on rubrics in this guide
Based on formula in this guide
Based on directions in this guide
Combine District Leader Assessment and
Deliberate Practice Scores Based on
formula in this guide
Use district cut points for SGM
Combine Leadership and SGM scores
25
Section One: How to Score the District Leader Assessment
About the District Leader Assessment Scoring Process

The performance labels used in Section 1012.34, F.S. for summative performance
levels are also used in the District Leader Assessment to summarize feedback on
domains, proficiency areas, and indicators:
o Highly Effective (HE)
o Effective (E)
o Needs Improvement (NI)
o Unsatisfactory (U)
How to determine a District Leader Assessment Score.
Step One: Rate each Indicator and Core Practice.
Start with judgments on the indicators. Indicators in each Core Practice Area are rated
as HE, E, NI, or U based on accumulated evidence.
 To guide the rating decision, illustrative examples of leadership actions and
illustrative examples of impacts of leadership actions are provided.
 The rubrics for Core Practices and the illustrative examples are found in the “long
forms” – the Data Collection and Feedback Protocols.”
 Ratings are recorded on the short form.
Rating Labels: What do they mean?
The leader should complete a self-assessment by scoring each of the indicators and
Core Practices. The evaluator also will score each of the indicators and Core Practices.
During the mid-year and the end-of the year conference, their respective ratings are
shared and discussed. The evaluator then determines a final rating for each Core
Practice and calculates an overall Leadership Sore.
Ratings:
When assigning ratings, the evaluator should begin by reviewing the Core Practice
rubrics. These are “word-picture” descriptions of leadership behaviors in each of the
four levels of leadership behavior—“Highly Effective”, “Effective”, “Needs Improvement”,
and “Unsatisfactory.” The evaluator finds the level that best describes performance
related to the indicator.
Distinguishing between proficiency ratings:
The “Effective” level describes the leader’s actions or impact of leader’s actions
relevant to this core practice are sufficient and appropriate reflections of quality work
with only normal variations. The majority of the leadership workforce will be in the
effective area once they have a clear understanding of what the practices require and
have made the adjustments and growth necessary to upgrade performance. The
previous rating system does not provide any guidance as to where those who repeat
past performance levels will fall in the shift to research and standards-based
assessments. Both leaders and evaluators should reflect on performance based on the
new rubrics.
26
The “Highly Effective” level is reserved for truly outstanding leadership as described
by very demanding criteria. Performance at this level is dramatically superior to
“Effective” in its impact on students, staff members, parents, and the school district.
Highly effective leadership results from recurring engagement with “deliberate practice.”
In brief, the “Highly Effective” leader helps every other element within the organization
become as good as they are. In normal distributions, some leaders will be rated highly
effective on some indicators, but very few leaders will be rated highly effective as a
summative performance level.
The ”Needs Improvement” level describes leaders who understand what is required
for success, are willing to work toward that goal, and, with coaching and support, can
become proficient. Needs improvement rating will occur where expectations have been
raised and standards made more focused and specific. Professional behavior and
focused professional learning will guide leaders toward increasingly effective
performance.
Performance at the “Unsatisfactory” level describe leaders who do not understand
what is required for proficiency or who have demonstrated through their actions and/or
inactions that they choose not to become proficient on the strategies, knowledge bases,
and skills sets needed for student learning to improve and faculties to develop.
Step 2: Calculate the District Leader Assessment Score.
Points are assigned to Core Practice ratings and scores are converted to a numerical
scale. The following point model is used:
CORE PRACTICE RATING
A Core Practice rating of Highly Effective
A Core Practice rating of Effective
A Core Practice rating of Needs
Improvement
A Core Practice rating of Unsatisfactory
POINTS ASSIGNED
3 points
2 points
1 point
0 points
The Core Practice scores are added up and a District Leader Assessment score is
determined by totaling the Core Practice Scores and dividing by ten (10). The District
Leader Assessment Score is converted to a District Leader Assessment Proficiency
Rating of HE, E, NI, or U based on this scale:
DISTRICT LEADERSHIP
ASSESSMENT SCORE
2.50 – 3.00
1.50 – 2.49
.50 – 1.49
0 to .49
DISTRICT LEADER ASSESSMENT
PROFICIENCY RATING
Highly Effective
Effective
Needs Improvement
Unsatisfactory
27
The District Leader Assessment score is combined with a Deliberate Practice Score to
generate a Leadership Practice Score. Section Three provides scoring processes for
Deliberate Practice.
The District Leader Assessment Score will be 80% of the Leadership Score.
The Deliberate Practice Score will be 20% of the Leadership Practice.
(Note: If there is no Deliberate Practice or other additional metric at this time, then the
District Leader Assessment Score is the Leadership Practice Score.)
28
Section Two: How to Score Deliberate Practice
Deliberate Practice Score




The DP score is 20% of the Leadership Practice Score.
The DP metric will have 1 to 4 specific growth targets.
Each target will have progress points (much like a learning goal for students).
The targets will have equal weight and the leader’s growth on each will be
assessed as HE, E, NI, or U.
Scoring a DP
Growth Target
Highly Effective
Points
Rating Rubrics
3
Effective
2
Needs Improvement
Unsatisfactory
1
0
Target met, all progress points achieved, and verifiable
improvement in leaders performance
Target met, progress points achieves....impact not yet
evident
Target not met, but some progress points met
Target not met, nothing beyond 1 progress point
The DP target scores are added up and divided by the number of targets to result in an
overall DP score.
Summary
80% of the Leadership Practice Score is based on the District Leader Assessment
Proficiency Score.
20% of the Leadership Practice Score is based on the Deliberate Practice Growth Score.
29
Section Three: How to Calculate a Leadership Practice Score
A. District Leader Assessment Score:
_________ x .80 = ____________
B. Deliberate Practice Score:
_________ x .20 = ____________
C. Add scores from calculations A and B above to obtain Leadership
Practice Score
District Leadership Score Range
2.50 – 3.00
1.50 – 2.49
.50 – 1.49
0 - .49
Leadership Practice Rating
Highly Effective
Effective
Needs Improvement
Unsatisfactory
30
Section Four: How to Calculate an Annual Performance Level
District Leaders will receive a district VAM score as their Student Growth Measure
(SGM) which will represent 50% of the total evaluation score for the year. Once scores
are received in the district, a district VAM will be assigned and an Annual Performance
Rating will be calculated.
Step 1: Enter Cut Scores for Student Growth Measures using the following scale:
2.50 – 3.0
= Highly effective
1.50 – 2.49
= Effective
.50 – 1.49
= Needs Improvement
0 - .49
= Unsatisfactory
Step 2: Enter Leadership Practice Score: ______________________
Step 3: Average the SGM score and Leadership Practice Score
Step 4: Enter rating on Evaluation form
Annual Performance Score Ranges
2.50 – 3.00
1.50 – 2.49
.50 – 1.49
0 - .49
Performance Level Rating
Highly Effective
Effective
Needs Improvement
Unsatisfactory
31
Data Collection and Feedback Protocol Forms and Evaluation Rubrics
District Leader Assessment
Data Collection and Feedback Protocol
Forms for
Core Practices 1 - 10
These forms provide guidance to leaders and evaluators on what is expected
regarding each indicator.
The forms provide:




The text of all Core Practice Areas and indicators
Rubrics to distinguish among proficiency levels
Narratives to assist in understanding the focus and priorities embedded in the
DLA
Reflection questions to guide personal growth
* Upon full approval these documents will be posted within thirty (30) days at
www.stlucieschools.org .
32
DISTRICT OFFICE CORE PRACTICES
RUBRICS
Core Practice #1: Getting Results
Narrative: This proficiency area focuses on actual results in improving desired student learning growth
and achievement. Priority attention is on the district administrators’ leadership behaviors that influence
the school site instructional leadership, faculty development, and school operations that impact the quality
of the learning environment; it also addresses supporting processes that result in improving the
percentage of effective and highly effective principals and teachers in the supervised school’s by focusing
on whether the accumulated impact of the district leader’s actions result in positive trend lines on principal
and teacher effectiveness on behaviors that impact student results.
Indicator 1.1 The district leader has an impact on improving student achievement by focusing on
behaviors that influence student performance results.
Indicator 1.2 The district leader has an impact on the percentage of effective and highly effective
principals and teachers in the district by focusing on behaviors that result in positive trend lines on
principal and teacher effectiveness
Rating Rubric
Highly Effective:
Effective:
Evaluation Focus: Student results for
which the leader is responsible
consistently exceed expectations.
Attributes of the highly effective
district administrator on this core
practice include:
Evaluation Focus: Student results for
which the leader is responsible
consistently meet expectations.
Attributes of the effective district
administrator on this core practice
include:
Priority Attributes Every
principal meeting and staff
development forum is focused on
student achievement on Florida’s
academic standards, including
periodic reviews of educator and
student work that illustrate
progress on standards-based
instruction.
The link between standards and
student performance is in
evidence from the alignment in
lesson plans of learning goals,
activities and assignments to
course standards.
The district administrator can
specifically document examples
of decisions impacting teaching,
assignment, curriculum
alignment with standards,
assessment alignment with
standards, professional
development supports aligned to
personnel evaluation results, and
interventions that have been
made on the basis of problem
solving using data analysis.
Leader’s actions or impact of leader’s
actions relevant to this core practice
exceed effective levels and constitute
models of proficiency for other
leaders.
MTSS is operational in all
classes in all schools supervised.
A consistent record of improved
student achievement exists on
Needs Improvement:
Unsatisfactory:
Evaluation Focus: Student results for
which the leader is responsible are
inconsistent in meeting expectations.
Attributes of the district administrator
needing improvement on this core
practice include:
Evaluation Focus: Student results for
which the leader is responsible are
consistently below expectations.
Attributes of the district administrator
unsatisfactory on this core practice
include:
MTSS is operational in most
classes in all schools supervised.
Florida’s College and Career
Ready Standards are accessible
to principals, faculty and
students. Required training on
standards-based instruction has
been conducted, but the link
between standards and student
performance is not readily
evident to many principals.
The district administrator is
hesitant to intrude or is
indifferent to decisions in the
school/classroom that are at
variance from the requirements
of academic standards in the
course descriptions.
The district administrator is able
to recognize whether or not
learning goals and student
activities are related to standards
in the course descriptions.
The district administrator is
aware of state and district results
and has discussed those results
with staff, but has not linked
specific decisions to the data.
The district administrator uses
multiple data sources, including
state, district, school, and
classroom assessments, and
systematically examines data at
the subscale level to find
strengths and challenges.
Data about adult performance
(e.g. evaluation feedback data,
professional learning needs
assessments) are seldom used
to inform instructional leadership
decisions.
The district administrator
empowers teaching and
administrative staff to determine
priorities using data on student
Specific and measurable goals
related to student achievement
are established, but these efforts
have yet to result in improved
Leader’s actions or impact of leader’s
actions relevant to this core practice
are sufficient and appropriate
reflections of quality work with only
normal variations.
Leader’s actions or impact of leader’s
actions relevant to this core practice
are evident but are inconsistent or of
insufficient scope or proficiency.
Leader’s actions or impact of leader’s
actions relevant to this core practice
are minimal or are not occurring, or
are having an adverse impact.
School/classroom learning goals
and curriculum are not monitored
for alignment to standards or are
considered a matter of individual
discretion regardless of course
description requirements.
The district administrator is
unaware of or indifferent to the
data about student and adult
performance, or fails to use such
data as a basis for making
decisions.
Planning for improvement in
student achievement is not
evident and goals are neither
measurable nor specific.
The district administrator focuses
more on student characteristics
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multiple indicators of student
success.
Student success occurs not only
on the overall averages, but in
each group of historically
disadvantaged students.
The district administrator creates
systems and approaches to
monitor the level of academic
expectations.
Significant Supporting
Attributes
The district administrator has
coached district administrators in
other departments to improve
their problem solving and data
analysis skills and to inform
instructional decision making.
The district administrator
routinely shares examples of
specific leadership, teaching,
and curriculum strategies that
are associated with improved
student achievement.
Other leaders credit this district
administrator with sharing ideas,
coaching, and providing
technical assistance to
implement successful new
initiatives supported by quality
planning and goal setting.
The district administrator
benchmarks expectations to the
performance of the state’s,
nation’s, and world’s highest
performing schools.
The district administrator shares
productive monitoring methods
with other school leaders to
support district wide
improvements.
The focus and specificity of
feedback creates a clear vision
of what the priority instructional
goals are for the school and the
cause and effective relationship
between practice and student
achievement on those priority
goals.
All initiatives are implemented
across the schools, grades and
subjects as appropriate with full
fidelity to the components of
each initiative.
The district administrator
monitors the school’s
implementation of the initiative,
tracks the impact of the initiative
and adult performance. Data
insights are regularly the subject
of meetings and professional
development sessions.
There is minimal use of school or
district staff intended to provide
support to the instructional
program for administrative or
organizational tasks unrelated to
improving teaching and learning.
Priorities for student growth are
established, understood by staff,
and plans to achieve those
priorities are aligned with the
actual actions of the staff.
The average of the student
population improves, as does the
achievement of each group of
students who have previously
been identified as needing
improvement.
The district administrator
systematically (e.g., has a plan,
with goals, measurable
strategies, and a frequent
monitoring schedule) creates
and supports high academic
expectations by empowering
principals and staff to set high
and demanding academic
expectations for every student.
The district administrator’s
effectiveness monitoring process
provides the leader and district
team with a realistic overview of
the current reality of a school’s
effectiveness on the FEAPs, the
indicators in the teacher
evaluation system, and researchbased instructional strategies.
The district administrator’s
monitoring practices are
consistently implemented in a
supportive and constructive
manner.
Corrective and positive feedback
is linked to organizational goals
and both the district
administrator and school
employees can cite examples of
where feedback is used to
improve individual and
organizational performance.
Most of the district and state
initiatives are implemented
across the schools, grades and
subjects as appropriate with full
fidelity to the components of
each initiative.
The district administrator is
student achievement or planning
for methods of monitoring
improvements.
Priorities for student growth are
established in some areas,
understood by some principals,
and plans to achieve those
priorities are aligned with the
actual actions of some of the
principals.
Some evidence of improvement
exists, but there is insufficient
evidence of using such
improvements to initiate changes
in leadership, teaching, and
curriculum that will create the
improvements necessary to
achieve student performance
goals.
The district administrator has
taken some decisive actions to
make some changes in time,
principal and teacher
assignment, curriculum,
leadership practices, or other
variables in order to improve
student achievement, but
additional actions are needed to
generate improvements for all
students.
The district administrator sets
expectations, but fails to
empower principals and teachers
to set high expectations for
student academic performance.
The district’s evaluation system
is being implemented but the
process is focused on procedural
compliance rather than
improving proficiency on
leadership and instructional
strategies that impact student
achievement.
The manner in which monitoring
is conducted is not generally
perceived by principals as
supportive of their professional
improvement.
The district administrator tends
to view feedback as a linear
process; something they provide
principals and teachers rather
than a collegial exchange of
perspectives on proficiency.
Some initiatives are implemented
across the some of the schools,
grades and subjects as
as an explanation for student
results than on the actions of the
teachers and leaders in the
system.
Evidence of student
improvement is not routinely
gathered and used to promote
further growth.
The district administrator has not
taken decisive action to change
time, principal and teacher
assignment, curriculum,
leadership practices, or other
variables in order to improve
student achievement.
The district administrator does
not create or support high
academic expectations by
accepting poor academic
performance.
The district administrator fails to
set high expectations or sets
unrealistic or unattainable goals.
Monitoring does not comply with
the minimum requirements of the
district’s evaluation system.
Monitoring is not focused on
principal proficiency in researchbased instructional and
leadership strategies.
Informal feedback is rare,
nonspecific, and not
constructive.
There is no or only minimal
monitoring that results in
feedback on proficiency.
District and state supported
initiatives are not supported by
the district administrator with any
specific plans, actions, feedback
or monitoring.
The district administrator is
unaware of what state and
district initiatives are expected to
be implemented at the district
and/or school levels.
The percentage of principals and
teachers rated effective or highly
effective declines and cannot be
explained by changes in staff
membership.
There is no evidence of
improvement in student growth
measures for the majority of the
principals and teachers rated as
needs improvement or
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on student growth, and shares
effective practices and impacts
with other district and school
leaders.
The percentage of principals
rated effective or highly effective
increases while the percentage
rated needs improvement for two
consecutive years declines.
Through all grades and
subjects a multi-tiered system
of supports is operational
providing core universal
supports (research‐based,
high‐quality, general education
instruction and support;
screening and benchmark
assessments for all students,
and continuous data collection
continues to inform instruction).
Where students are not
successful on core instruction,
problem solving is employed to
identify and implement targeted
supplemental supports (data
based interventions and
progress monitoring.)
The district administrator
demonstrates skillful problem
solving to ensure staff have
adequate time and support, and
effectively monitors effective use
of research-based instructional
and leadership practices.
conversant with the impact the
initiative is expected to have and
monitors the school’s
implementation of the elements
of the initiative.
The percentage of principals and
teachers rated effective or highly
effective increases or remains
stable within five percentage
points of the prior year, but there
is evidence of specific
improvements in student growth
measures or proficiency in high
effect size strategies.
Problem solves skillfully (e.g.,
conceptualizing, applying,
analyzing, synthesizing, and/or
evaluating information) to
provide adequate time,
resources, and support to
schools to deliver the district’s
curriculum to all students.
The district administrator
consistently applies the process
of inquiry and/or has enabled the
development of processes that
generate greater understanding
of the district’s current systems
and their impact on sub-group
academic achievement.
The leader has created a selfregulating system based on data
that guarantees regular and
predictable success of all subgroups, even if conditions
change from one year to
another.
Achievement gaps have been
eliminated or substantially
minimized with trend lines
consistently moving toward
elimination of such gaps.
Leadership Evidence of proficiency on this core practice may
be seen in the leader’s behaviors or actions. Illustrative
examples of such evidence may include, but are not limited to
appropriate with work in progress
to implement the components of
each initiative.
The district administrator relies
on principals to implement the
initiatives and is seldom involved
in monitoring or providing
feedback on the impact of the
initiative’s implementation on
student growth.
There is no evidence of
improvement in student growth
measures for the majority of the
principals and teachers rated as
effective, needs improvement, or
unsatisfactory.
There is significant variation
between teachers’ student
growth measures and principals’
assessment of instructional
practices.
Problem solving efforts are
unskillfully used to provide
adequate time, resources, and
support to principals and
teachers to deliver the district’s
curriculum and state’s standards
to students.
unsatisfactory.
No actions other than use of
slogans and exhortations to
succeed are taken by the district
administrator to address
practices and process that
actually enable success.
MTSS is not operational in the
majority of the classes in the
schools. supervised
The district administrator does
not identify nor implement
strategies to understand the
causes of sub-group
achievement gaps.
No changes in practices or
processes have been
implemented under the district
administrator’s direction that are
designed to address
achievement gaps.
The district administrator does
not apply the process of inquiry
and/or develop processes that
generate greater understanding
of the district’s current systems
and their impact on sub-group
academic achievement.
MTSS is operational in some
schools but is not a consistent
practice in all school supervised
Sub-groups within the district
and associated with achievement
gaps have been identified and
some processes are underway to
understand root causes.
Some actions to minimize the
gaps have been implemented
but either do not reach all subgroup students or have
inconsistent or minimal results.
The district administrator
inconsistently applies the
process of inquiry and/or has
enabled only limited efforts to the
development of processes that
generate greater understanding
of the district’s current systems
and their impact on sub-group
academic achievement.
Impact Evidence of leadership proficiency may be seen in the
behaviors or actions of the faculty, staff, students and/or
community. Illustrative examples of such evidence may
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the following:
include, but are not limited to the following:
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Agendas, memoranda, etc. reflect leader’s communications to
principals on the role of state standards in curriculum, lesson
planning, and tracking student progress.
Data files and analyses on a wide range of student performance
assessments are in routine use by the leader.
Analyses of trends and patterns in student performance over
time are reflected in presentations to principals and teachers on
instructional improvement needs.
Analyses of trends and patterns in evaluation feedback on
school/principals proficiencies and professional learning needs
are reflected in presentations to principals on instructional
improvement needs.
Agendas, memoranda, etc. reflect recurring attention to
performance data and data analyses.
Presentations to principals provide recurring updates on the
status of plan implementation and progress toward goals.
Schedules for classroom observation document monitoring of
instruction in schools.
Records or notes indicate the frequency of formal and informal
observations.
Data from classroom walkthroughs is focused on high-effect
size strategies.
Notes and memorandum from follow-up conferences regarding
feedback on formal or informal observations reflect attention to
research-based practices and leadership actions.
Rubrics that distinguish among proficiency levels on evaluation
indicators are used by the district administrator to focus
feedback on needed improvements in instructional practice.
Samples of written feedback provided to principals/staff
regarding prioritized instructional practices.
The schedule results in frequent walkthroughs and observations
of teaching and learning.
Evidence the district administrator has a system for securing
feedback from principals specific to prioritized instructional
practices.
The calendar reflects at least 2 work days a week spent on
monitoring instructional issues (i.e. “watching the game”) and
providing specific and actionable feedback on instructional
practices to principals and teachers.
Feedback describes ways to enhance performance and reach
the next level of proficiency.
Feedback reflects judgment on proficiency, not just a “yes-no”
checklist approach.
The initiatives being pursued are explicitly identified and access
to supporting resources is provided.
Agendas, memoranda, etc. reflect presentations to principals on
the targeted initiatives.
A Multi-tiered System of Supports (MTSS) and Response to
Intervention (Rti) is fully implemented and the district
administrator monitors regularly to sustain implementation.
The district administrator monitors practices in areas where
subject specific strategies are expected and provides feedback
on the effective issue of such strategies (e.g. ESOL strategies).
The district administrator can identify all of the initiatives in use
in the schools and can describe how progress is monitored for
each.
The district administrator tracks student growth data and school
assessment data aligned to learning goals to track actual
improvement in school performance, and maintains records of
the percentage of schools showing growth over time.
Agendas, memorandum, and other documents provide direction
on implementation of MTSS.
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Principals’ meeting records verify recurring review of progress
on state standards.
Principals use performance data to make instructional decisions.
School meetings reflect recurring attention to student
performance data.
Principals identify changes in practice within their teams or
departments based on performance data analyses.
Principals and teachers make presentations to colleagues on
uses of performance data to modify instructional practices.
Principals are able to describe their participation in planning and
goal setting processes.
Goals relevant to principals’ and teachers’ actions are evident
and accessible.
Principals and teachers are able to articulate the goals for their
achievement which emerged from planning.
Principals and teachers track their progress toward
accomplishment of the stated goals.
Principal and department meetings’ minutes reflect attention to
evidence of student improvements.
Learning goals routinely identify performance levels above the
targeted implementation level.
Principal meeting agendas or memoranda reflect follow-up
actions based on feedback from the district administrator’s
monitoring on FEAPs, teacher evaluation indicators, or
research-based strategies.
Lesson study, PLC, or teacher team work is initiated to address
issues arising from monitoring process.
Data and feedback from the district administrator’s walkthroughs
and observations are used by principals and teachers to revise
instructional practices.
Principals and teachers describe feedback from the district
administrator in terms of recognizing strengths and suggestions
to take their performance to a new level.
Feedback to principals, over the course of the year, is based on
multiple sources of information (e.g. observations, walkthroughs,
videos, self-reflections, lesson studies, PLCs, assessment data,)
and from more than one person.
Principals and teachers describe how they implement and
support the various initiatives.
Video exemplars that support implementing the initiatives are
routinely used by principals and teachers.
Online resources and technology supports that deepened
understanding of the initiatives are used by staff/principals.
State or district web-based resources aligned with the initiatives
are regularly accessed by principals and teachers.
Principals and teachers have participated in professional
development associated with the initiative and ensured
implementation of the strategies learned.
The percentage of effective and highly effective teachers and
principals increases.
The percentage of teachers ranking at or above the district
average on student growth measures increases.
Principals’ records reveal data-based interventions and progress
monitoring.
Principal-directed celebrations of student success identify
causes of success.
Supplemental supports are provided in schools.
Principals and staff describe the district administrator as one
who is genuinely committed to student success in school and
life.
Principals, faculty teams, departments, grade levels or collegial
learning teams who have worked together on student success
36
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Agendas, memorandum, and other documents reflect recurring
discussion with principals on continuous progress monitoring
practice.
Statistical analyses identifying academic needs of sub-group
members are used effectively.
Written goals are developed and provided to principals that
focus on reducing or eliminating achievement gaps for students
in under-performing sub-groups and for students with
disabilities.
Documents reflecting the district administrator’s work in
deepening principals understanding of cultural and
developmental issues related to improvement of academic
learning growth by sub-group students.
The district administrator develops district policies, practices,
procedures that validate and value similarities and differences
among students.
Other leadership evidence of proficiency on this indicator.
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are recognized.
Principals and teachers can describe the school-wide
achievement goals focused on narrowing achievement gaps and
relate how they implement those goals to impact individual
students.
Principals can describe specific policies, practices, and
procedures that help them use culture and developmental
issues to improve student learning.
Principals and teachers can explain how goals eliminate
differences in achievement for students at different
socioeconomic levels.
Principals’ records reflect tracking student sub-group progress
on targeted learning goals related to academic achievement.
Other impact evidence of proficiency on this indicator.
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on this core practice,
assign a proficiency level by checking one of the four proficiency levels below. If not being rated at this time, leave
blank:
[ ] Highly Effective
[ ] Effective
[ ] Needs Improvement
[ ] Unsatisfactory
Evidence Log (Specifically, what has been observed that reflects current proficiency on this core practice? The
examples above are illustrative and do not reflect an exclusive list of what is expected.):
Reflection Questions for Core Practice #1
Highly Effective:
Effective:
Needs Improvement:
Unsatisfactory:
Do you routinely share
examples of specific
leadership, teaching, and
curriculum strategies that are
associated with improved
student achievement on
Florida’s College and Career
Ready Standards?
How do you support principals’
conversations about how they
recognize student growth
toward mastery of the
standards?
By what methods do you enable
principals/faculty to participate in
useful discussions about the
relationship between student
performance data and the
instructional actions under their
control?
How do you engage more
principals in the planning process
so that there is a uniform principal
understanding of the goals set?
How much of the discussions with
district staff about student
performance data are confusing to
you and how do you correct that?
How do you disaggregate data
about teacher proficiencies on
instructional practices to
stimulate dialogue about what
changes in instruction are
needed in order to improve
student performance?
What methods of sharing
successful planning processes
with other school leaders are
most likely to generate districtwide improvements?
How do you share with other
school leaders how to use
How do you verify that all
principals/faculty have
sufficient grasp of the
significance of student
performance data to formulate
rational improvement plans?
How will you monitor progress
toward the goals so that
adjustments needed are
evident in time to make
“course corrections?”
How do you engage
principals/staff in sharing
examples of their growth with
other principals/staff?
How do you improve your
How do you restructure your use
of time so that you spend enough
time on monitoring the proficiency
of instructional practices and
giving feedback to be an effective
support for the principals/schools?
In what ways do you currently
recognize principals in providing
feedback and affirmation to them?
How do you communicate with
district and state officials to learn
more about what initiatives can
How are other school leaders
implementing planning and goal
setting?
What processes should you employ
to gather data on student
improvements?
How can frequent, focused, and
constructive feedback support
principals in improving their
leadership practice?
How do you learn about what
initiatives should be implemented?
What are some of the strategies
you are employing that help you be
aware of where the greatest
problems are in terms of
37
student improvement results to
raise expectations and improve
future results?
How do you engage highly
effective principals and
teachers in sharing a vision of
high quality teaching with their
colleagues so that there is no
plateau of “good enough”?
How frequently do principals
recognize that your feedback is
directly linked to improving
both their personal
performance and that of the
school?
How do you engage principals
in communities of practice
where practices related to the
initiatives are shared with
principals in other schools or
districts?
In what ways are you assisting
the better performing principals
to improve as much as you are
assisting the lower performers?
What supports do you need to
provide to deepen principals’
capacity to provide intensive
individual supports?
What strategies might you
employ to increase your ability
to help your district level
colleagues understand how the
elements of culture are
impacted by the current
systems (e.g., curriculum,
instruction, assessment, etc.)
in order to improve student
achievement?
conferencing/communication
skills so your feedback to
staff/principals is both specific
enough to be helpful and
perceived as support rather
than negative criticism?
What are some examples of
focused, constructive, and
meaningful feedback that you
provide to principals? How
does this support their
learning?
How do you use monitoring of
initiatives to identify
professional development
needs that, if addressed, would
improve the quality of
implementation?
In what ways are you providing
feedback on
instructional/leadership
practices that result in
improved student learning for
those principals most in need
of growth?
How do you enable principals
proficient at MTSS to share the
process with other principals?
What continuous progress
practices should be shared
with the entire district?
contribute to schools?
How would you describe your
efforts to understand what
instructional/leadership
improvements are needed and
then communicate that in useful
ways?
What information are you
collecting to help you know what
is or is not happening in the
schools where principals/teachers
need improvement?
instructional proficiency?
Why do sub-groups of students like
those in your district not perform as
well as similar groups in other
regions or districts?
In what ways might you
demonstrate greater understanding
of cultures and their impact on the
current systems in your district to
improve student learning?
How do you monitor instructional
practice to assess the quality of
implementation of MTSS?
How do you monitor the impact of
targeted supplemental supports?
What barriers to student success
are not being addressed in
schools?
How might you systematically
apply the process of inquiry to
develop methods of generating
greater understanding of the
cultures of individuals within the
district and how the elements of
culture are impacted by the
current systems (e.g., curriculum,
instruction, assessment) to
improve student achievement?
What are one or two critical
steps you could take that
would shift your examination of
culture to a point that they
become a self-regulating
system based on data that
guarantees regular and
predictable success even if
conditions change?
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DISTRICT OFFICE CORE PRACTICES
RUBRICS
Core Practice #2: Continuous Improvement of Teaching and Learning
Narrative: Core Practice #2 is focused on continuous improvement of teaching and learning or what the
district office leader does to engage school administrators and faculty in meaningful professional learning
(which includes being involved in what the school level educators are learning). Professional learning onthe-job is an essential aspect of effective schools. District administrators who manage the school system
in ways that support both individual and collegial professional learning get better outcomes than those
who do not. The leader’s personal participation in professional learning plays a major role in making
professional learning efforts pay off. This core practice addresses the district administrator’s role as a
leader of learners.
Indicator 2.1 The district leader communicates a strong belief in the capacity of teachers and principals to
improve the quality of teaching and learning and in the district’s capacity to develop the organizational
conditions needed for that to happen.
Indicator 2.2 The district leader builds consensus about core expectations for professional practice
( Common Core, Florida Standards, teaching, leadership).
Indicator 2.3 The district leader directs energy, influence, and resources toward data analysis for
instructional improvement, development and implementation of quality standards-based curricula to
achieve the district’s learning goals.
Indicator 2.4 The district leader differentiates support to principals in relation to evidence of compliance
and skill in implementing the expectations, with flexibility for school-based innovation.
Indicator 2.5. The district leader sets clear expectations for school leadership practices and
establishes/supports leadership development systems to select, train and assist principals and teacher
leaders consistent with district expectations.
Indicator 2.6 The district leader supports organized opportunities for teachers and principals to engage in
school-to-school communication, focusing on the challenges of improving student learning and program
implementation.
Indicator 2.7 The district leader develops and models strategies and norms for local inquiry into
challenges related to student learning and program implementation.
Indicator 2.8 The district leader coordinates district support for school improvement across organizational
units in relation to district priorities, expectations for professional practice, and a shared understanding of
the goals and needs of specific schools.
Rating Rubric
Highly Effective:
Effective:
Needs Improvement:
Unsatisfactory:
Evaluation Focus: The district
administrator’s actions that result in
professional learning cultures in the
school supervised where 90%+ of all
faculties are routinely engaged in
collegial team learning processes
and deliberate focused on the FEAPs
or FPLS. Attributes of the highly
effective district administrators on
this core practice include:
Evaluation Focus: The district
administrator’s actions that result in
professional learning cultures in the
school supervised where at least
75% of all faculties are routinely
engaged in collegial team learning
processes and deliberate focused on
the FEAPs or FPLS. Attributes of the
effective district administrators on
this core practice include:
Evaluation Focus: The district
administrator’s quality and frequency
of engagement where professional
learning cultures in the schools
supervised have under 75% of all
faculties routinely engaged in
collegial team learning processes
and deliberate focused on the FEAPs
or FPLS. Attributes of the district
administrator needing improvement
on this core practice include:
Evaluation Focus: The district
administrator’s quality and frequency
of engagement where professional
learning cultures in the schools
supervised have under 50% of all
faculties routinely engaged in
collegial team learning processes
and deliberate focused on the FEAPs
or FPLS. Attributes of the district
administrator unsatisfactory on this
core practice include:
Leader’s actions or impact of leader’s
actions relevant to this core practice
exceed effective levels and constitute
models of proficiency for other
leaders.
Leader’s actions or impact of leader’s
actions relevant to this core practice
are sufficient and appropriate
reflections of quality work with only
normal variations.
Leader’s actions or impact of leader’s
actions relevant to this core practice
are evident but are inconsistent or of
insufficient scope or proficiency.
Leader’s actions or impact of leader’s
actions relevant to this core practice
are minimal or are not occurring, or
are having an adverse impact.
39
Priority Attributes
In addition to meeting the
requirements for effective
performance:
 The district administrator
contributes time and attention to
focusing district provided
professional development
capacities on high quality
professional development
practices.



The district administrator
participates either as a learner
or provider in professional
growth processes for school
leaders and/or teachers focused
on district priorities.
The district administrator
supports school level
professional learning cultures by
maximizing the time and
resources employed at the
school level that engage
educators in deliverable
practice.
The leader has developed a
system of job-embedded
professional learning that
differentiates training and
implementation with
mechanisms for monitoring of
instructional priorities based on
teacher and principal needs,
which help retain effective and
highly effective staff.
Significant Supporting
Attributes



The district administrator
routinely shares professional
learning success stories as well
as missteps to avoid with other
schools, departments, districts,
and organizations to help them
achieve similar levels of
leadership impact.
Time-management at the
schools supervised provides
maximum time for professional
learning
Conflicts over competing
priorities for use of school
personnel time and resources
are consistently resolved in
favor of priorities that impact
capacity to support student
learning.
 The leader is crystal clear and
repetitive when communicating
the district's agenda for student
learning. Effective leaders are
visible and articulate, but they
also work with others in the
district office so that all conveys
the message.
 Provide increased opportunities
for administrators to collaborate
on common work.
 Provide a wide range of
intensive, unique, in-school
opportunities for teachers and
school-level leaders to develop
the capacities they need to
accomplish the district’s studentlearning agenda.
 Support principals, particularly
those new to the district or
school, in providing aligned forms
of leadership distribution that
build on existing strengths.
 Provide assistance for teachers
and school-level leaders
(especially secondary school
staff) in accessing, interpreting,
and making use of evidence for
their decisions about teaching
and learning.
 Visits schools several times
throughout the year. Use school
visits as well as district meetings
to help build principals’ sense of
efficacy or confidence in their
abilities to accomplish the
priorities for student learning
agreed on in the district.
 Gather data about how well
district policies are working at the
school level. Work continually to
increase synergy among district
policies, procedures, and
practices aimed at guiding and
supporting the district‘s agenda
for student learning.
 Ensure coordination and
coherence in support for schools
across different organizational
units at the district level.
 Time-management at the schools
supervised provides sufficient
time for professional learning
 Conflicts over competing
priorities for use of school
personnel time and resources are
generally resolved in favor of
priorities that impact capacity to
support student learning.
 The leader is clear when









communicating the district's
agenda for student learning.
Periodically provides
opportunities for administrators to
collaborate on common work.
Provide a range of professional
development opportunities for
teachers and school-level leaders
to develop their capacity to
accomplish the district’s studentlearning agenda.
Support principals in providing
aligned forms of leadership
distribution that build on existing
strengths.
Provide assistance for teachers
and school-level leaders in
accessing, interpreting, and
making use of evidence for their
decisions about teaching and
learning.
Rarely visits schools and the
principals they evaluate. Most of
the interaction between this
leader and principals occurs at
district meetings.
Gather data about how well
district policies are working at the
school level but has yet to use
the results to improve practice.
Understands the need to
coordinate support for schools
across different organizational
units at the district level but has
yet to act on this need.
Time-management at the
schools supervised provides
inconsistent scheduling of
adequate time for professional
learning
Conflicts over competing
priorities for use of school
personnel time and resources
are often unresolved or often not
resolved in favor of priorities that
impact capacity to support
student learning.
 The leader rarely talks about the









district's agenda for student
learning.
Talks about the importance of
collaborating but have yet to
provide time to do so.
Provides professional
development opportunities for
teachers and school-level leaders
but they are loosely aligned to
the district’s learning agenda.
Unaware of the support principals
need in providing aligned forms
of leadership distribution that
build on existing strengths.
The leader expects teachers and
school-level leaders to provide
their own support in accessing,
interpreting, and making use of
evidence for their decisions about
teaching and learning.
The leader is conspicuously
absent from schools. All of the
interaction between this leader
and principals occurs at district
meetings.
Does not gather data about how
well district policies are working
at the school level.
Does not understand the need to
coordinate support for schools
across different organizational
units at the district level but has
yet to act on this need.
Time-management at the
schools supervised provides
inadequate time for professional
learning
Conflicts over competing
priorities for use of school
personnel time and resources
are frequently resolved in ways
that negatively impact capacity
to support student learning.
Leadership Evidence of proficiency on this core practice may
be seen in the leader’s behaviors or actions. Illustrative
examples of such evidence may include, but are not limited to
the following:
Impact Evidence of leadership proficiency may be seen in the
behaviors or actions of the faculty, staff, students and/or
community. Illustrative examples of such evidence may
include, but are not limited to the following:


The district administrator is able to produce samples of multiple
forms of communication (i.e., meeting agendas, e-mails,
professional development documents, etc.) sent out to school
Survey data from school leaders reflect a majority agreeing with
the statement that district administrators clearly communicate
the district’s agenda for student learning
40





principals communicating the district's agenda for student learning
The district administrator is able to provide reprints of their daily
calendars spanning at least six months that support being visible
within the schools for which they have oversight
The district administrator can produce numerous (4-5) examples (i.e.,
professional development offerings, agendas containing learning
intentions and success criteria, etc.) of opportunities for administrators
to collaborate on common work
The district administrator can produce several forms of documentation
(i.e., teacher and school/leader self-assessment data, observational
data, etc.) depicting the degree to which teachers and school-level
leaders are implementing the professional development provided to
develop the capacities they need to accomplish the district’s studentlearning agenda
The district administrator is able to provide multiple forms of evidence of
their data gathering efforts indicating how well district policies are
working at the school level and how they used that data to inform district
leadership practice





Survey data from school leaders reflect a majority agreeing with
the statement that district administrators are active and effective
in supporting excellent instruction
Teachers and school leaders track their progress toward
“Effective” and higher implementation of prioritized professional
development offerings
Survey data from school leaders reflect a majority agreeing with
the statement that district administrators communicate
effectively about best practice in high priority areas of instruction
Survey data from school leaders reflect a majority agreeing with
the statement that district administrators have a detailed plan for
improving instruction across the district
Survey data from school leaders reflect a majority agreeing with
the statement that district administrators clarify the steps that
school administrators and teacher need to take to improve the
quality of instruction
Survey data from school leaders reflect a majority agreeing with
the statement that district administrators provide increased
opportunities for administrators to collaborate on common work
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on this core practice,
assign a proficiency level by checking one of the four proficiency levels below. If not being rated at this time, leave
blank:
[ ] Highly Effective
[ ] Effective
[ ] Needs Improvement
[ ] Unsatisfactory
Evidence Log (Specifically, what has been observed that reflects current proficiency on this core practice? The
examples above are illustrative and do not reflect an exclusive list of what is expected):
Reflection Questions for Core Practice #2
Highly Effective:
Effective:
Needs Improvement:
Unsatisfactory:
How are you helping leaders
outside of your area of influence
develop a system of job-embedded
professional learning that
differentiates training and
implementation with mechanisms
for monitoring of instructional
priorities based on teacher and
principal needs, which help retain
effective and highly effective staff?
How have you shared professional
learning success stories as well as
missteps with other schools,
departments, districts, and
organizations to help them achieve
similar levels of leadership impact
results?
What are one or two key strategies
you have effectively utilized to support
principals, particularly those new to
the district or school, in providing
aligned forms of leadership distribution
that build on existing strengths?
How are you providing a range of
professional development opportunities
for teachers and school-level leaders to
develop their capacity to accomplish the
district’s student-learning agenda?
41
DISTRICT OFFICE CORE PRACTICES
RUBRICS
Core Practice #3: Building School Leaders’ Sense of Efficacy for School
Improvement
Narrative: Core Practice #3 is focused on the district administrators impact on building principals’ and
assistant principals’ sense of efficacy for school improvement. Efficacy is the belief about one’s own
ability (self-efficacy), or the ability of one’s colleagues collectively (collective efficacy), to perform a task or
achieve a goal. One of the most powerful ways in which districts influence teaching and learning is
through the contribution they make to feelings of professional efficacy on the part of school principals and
emerging school leaders. Principals possessed of strong efficacy beliefs will be more likely than others to
undertake and persist in school-improvement projects. Principal efficacy provides a crucial link between
district initiatives, school conditions, and student learning.
Indicator 3.1 The district leader establishes and maintains a district-wide focus on student achievement
and instruction.
Indicator 3.2 The district leader encourages teamwork and professional community by including both
principals and teachers in district-wide decisions that directly impact their work.
Indicator 3.3 The district leader aims to provide stable district leadership as a contribution to principal
efficacy.
Indicator 3.4 The district leader supports hiring policies that allow principals to select teachers they
believe to be outstanding choices for their own school contexts.
Indicator 3.5 The district leader requires/monitors the development of improvement plans in all schools,
with improvement goals expected to be clear and aligned with state and district standards, but with
considerable discretion left to the school to determine the paths to goal achievement.
Rating Rubric
Highly Effective:
Leader’s actions or impact of leader’s
actions relevant to this core practice
exceed effective levels and constitute
models of proficiency for other
leaders.
Evaluation Focus: The district
administrator’s influence on all
school site leaders supervised
results in high energy positive
attention by those leaders to school
improvement priorities focused on
district initiatives, school conditions,
and student learning. Attributes of
the highly effective district
administrator on this core practice
include:
Priority Attributes
In addition to meeting the
requirements for proficient
performance, central office and
building leaders…
 The leader has developed an
Effective:
Needs Improvement:
Evaluation Focus: The district
administrator’s influence on the majority
of school site leaders supervised results
in high energy positive attention by
those leaders to school improvement
priorities focused on district initiatives,
school conditions, and student learning.
Attributes of the effective district
administrator on this core practice
include:
Evaluation Focus: The district
administrator’s influence on the
school site leaders supervised
generates inconsistent results in
achieving high energy positive
attention by a majority of those
leaders to school improvement
priorities focused on district initiatives,
school conditions, and student
learning. Attributes of the district
administrator needing improvement
on this core practice include:
 The district administrator establishes
and maintains a district-wide focus
on student achievement and
instruction. Efficacy is enhanced
when the district provides human
and financial resources to assist
schools in achieving those high
expectations.
 The leader encourages teamwork
 The district administrator is
attempting to establish a districtwide focus on student achievement
and instruction but these two
issues compete with other
initiatives for precious human and
financial resources.
 The leader occasionally includes
principals and teachers in district-
Leader’s actions or impact of leader’s
actions relevant to this core practice are
sufficient and appropriate reflections of
quality work with only normal variations.
Leader’s actions or impact of leader’s
actions relevant to this core practice
are evident but are inconsistent or of
insufficient scope or proficiency.
Unsatisfactory:
Leader’s actions or impact of
leader’s actions relevant to this
core practice are minimal or are
not occurring, or are having an
adverse impact.
Evaluation Focus: The district
administrator’s influence on the
school site leaders supervised
generates inconsistent results in
achieving high energy positive
attention by a majority of those
leaders to school improvement
priorities focused on district
initiatives, school conditions, and
student learning and corrective
action plans to change those
conditions are not evident..
Attributes of the district
administrator unsatisfactory on
this core practice include:
 The district administrator is
unaware of the need to
establish a district-wide focus
on student achievement and
instruction.
 The leader never includes
principals in district-wide
decisions that directly impact
their work.
42
effective system of monitoring,
which holds principals
accountable for implementing and
following up on what is learned
during district sponsored
professional development.
 The leader models deliberate
practice consistently engaging in
deliberate practice to develop
personal mastery of job related
competencies.


Significant Supporting
Priorities

 The leader provides individualized
support for principals, depending
upon the challenges they face in
their school.
 The leader provides a wide range
of professional development
opportunities to help build the
instructional leadership capacities
of principals.
 The district administrator routinely
shares professional learning
success stories as well as
missteps to avoid with other
schools, departments, districts,
and organizations to help them
achieve similar levels of
leadership impact.

and professional community by
including both principals and
teachers in district-wide decisions
that directly impact their work.
The leader strives to provide stable
district leadership as a contribution
to principal efficacy.
The leader gives principals a
significant role in selecting teachers
they believe to be outstanding
choices for their own school
contexts.
The leader provides targeted and
phased focuses for principal’s
continuous improvement.
The leader requires the
development of improvement plans
in all schools, with improvement
goals expected to be clear and
aligned with state and district
standards, but with considerable
discretion left to the school to
determine the paths to goal
achievement.




wide decisions that directly impact
their work when it is convenient to
do so.
The leader appears to be unwilling
or unable to provide stable district
leadership.
The leader supports principals who
want to be involved in the selection
of teachers.
The leader provides professional
development for principal’s
continuous improvement however
it lacks focus.
The leader encourages principals
to develop improvement plans in
all schools that are aligned with
state and district standards, but
with little discretion left to the
school to determine the paths to
goal achievement.
 The leader makes little or no
effort to provide stable district
leadership.
 The leader makes little or not
effort to involve principals in
the selection of teachers.
 The leader provides either an
excessive amount of or too
little professional development
for principals. For this leader it
is either feast or famine.
 The leader expects principals
to develop improvement plans
that are aligned with state and
district standards, but with no
discretion left to the school to
determine the paths to goal
achievement.
Leadership Evidence of proficiency on this core practice may
be seen in the leader’s behaviors or actions. Illustrative
examples of such evidence may include, but are not limited to
the following:
Impact Evidence of leadership proficiency may be seen in the
behaviors or actions of the faculty, staff, students and/or
community. Illustrative examples of such evidence may
include, but are not limited to the following:







The district administrator is able to produce samples of multiple
forms of communication (i.e., meeting agendas, e-mails,
professional development documents, etc.) directed toward
school principals establishing a clear sense of direction
The district administrator provides documentation (i.e., principal
self-assessment and/or observational data) of the degree to
which principals are implementing district-sponsored
professional development
The district administrator can produce budget and staffing
documents that provide evidence they are adequately
supporting schools in achieving district-established directions
The district administrator produces documents (i.e. meeting
minutes, etc.) that establish opportunities for principals and
teachers to participate in district-wide decisions that directly
impact on their work
The district administrator is able to provide documentation that
school improvement plans are submitted by all schools and that
the goals within the plans are clear and aligned with state and
district standards
The district administrator provides recurring evidence that they
are making available professional development opportunities to
help build the instructional leadership capacities of principals




Survey data from school leaders reflect a majority agreeing with
the statement that district administrators provide a clear sense
of direction through establishment of achievement standards
and provision of district-wide curriculum and/or programs
Survey data from school leaders reflect a majority agreeing with
the statement that district administrators provide human and
financial resources to assist schools in achieving districtestablished directions
Teachers and school leaders track their progress toward
“Effective” and higher implementation of prioritized professional
development offerings
Survey data from school leaders reflect a majority agreeing with
the statement that district administrators provide principals and
teachers opportunities to participate in district-wide decisions
that have a direct impact on their work
Survey data from school leaders reflect a majority agreeing with
the statement that district administrators help build the
instructional leadership capacity of school principals
43
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on this core practice,
assign a proficiency level by checking one of the four proficiency levels below. If not being rated at this time, leave
blank:
[ ] Highly Effective
[ ] Effective
[ ] Needs Improvement
[ ] Unsatisfactory
Evidence Log (Specifically, what has been observed that reflects current proficiency on this core practice? The
examples above are illustrative and do not reflect an exclusive list of what is expected.):
Reflection Questions for Core Practice #3
Highly Effective:
Effective:
Needs Improvement:
Unsatisfactory:
What are some strategies you
could pursue which would provide
guidance to other leaders outside
your system so that they too can
deliver a wide range of
professional development
opportunities to help build the
instructional leadership capacities
of principals?
What strategies might you pursue
that would allow you to routinely
share professional learning
success stories as well as
missteps to avoid with other
schools, departments, districts,
and organizations to help them
achieve similar levels of leadership
impact?
What one or two strategies might you
consider that would help you
encourage teamwork and professional
community by including both principals
and teachers in district-wide decisions
that directly impact their work?
In what strategies might you engage
that would encourage principals to
develop improvement plans in all
schools that are aligned with state and
district standards, but with little
discretion left to the school to determine
the paths to goal achievement?
44
DISTRICT OFFICE CORE PRACTICES
RUBRICS
Core Practice #4: Using Data as a Problem Solving Strategy at the District and
School Level
Narrative: This proficiency area focuses on four areas that involve use of data as a key tool for problem
solving: 1). Helping principals and teachers use their data, transform the data into actionable evidence,
and to help principals understand the implications of evidence for their improvement efforts; 2). Collecting
and using data about local family educational cultures – norms, beliefs, values, and practices reflecting
families’ dispositions toward schooling and their role in it; 3). Working with school principals to
systematically collect high quality data (evidence about the school and classroom conditions that would
need to change) for their students’ (individual students and student populations) achievement to improve;
and 4). Assisting all schools to increase the sophistication of their data use processes, to include
processing their data in collaboration with their staffs, and calling on district staff members and others
with special expertise to help them with data analysis and use.
Indicator 4.1 The district leader helps principals and teachers use their data not only into actionable
evidence, but also to help principals understand the implications of such evidence for their improvement
plan.
Indicator 4.2 The district leader collects and uses data about local family educational cultures- norms,
beliefs, values and practices reflecting families’ dispositions toward schooling and their role in it.
Indicator 4.3 The district leader works with principals to systematically collect high-quality data (evidence
about the school and classroom conditions that would need to change) for their students’ achievement to
improve.
Rating Rubric
Highly Effective:
Effective:
Evaluation Focus: Florida’s problem
solving methods are employed with
data collection and analysis used to
guide quality decision making. The
district administrator and the leaders
in schools supervised all employ data
based problem solving to generate
continuous improvement, Attributes
of the highly effective district
administrator on this core practice
include:
Evaluation Focus: Florida’s problem
solving methods are employed with
data collection and analysis used to
guide quality decision making. The
district administrator and the leaders
in schools supervised employ data
based problem solving on major
improvement priorities to generate
continuous improvement, Attributes
of the effective district administrator
on this core practice include:
Priority Attributes:
The district administrator is
proficient is using Florida’s
problem solving/data driven
decision making strategies.
Leader’s actions or impact of leader’s
actions relevant to this core practice
exceed effective levels and constitute
models of proficiency for other
leaders.
The district administrator
consistently uses problem
solving strategies using data and
monitors the problem
solving/data practices at all
schools supervised.
The district administrator can
specifically document examples
of decisions impacting teaching,
Leader’s actions or impact of leader’s
actions relevant to this core practice
are sufficient and appropriate
reflections of quality work with only
normal variations.
The district administrator uses
multiple data sources, including
state, district, school, and
classroom assessments, and
systematically examines data at
the subscale level to find
Needs Improvement:
Unsatisfactory:
Evaluation Focus: There is
inconsistent use of Florida’s problem
solving methods employing data
collection and analysis used to guide
quality decision making on district
priorities. The district administrator
and/or the leaders in schools
supervised are inconsistent or not yet
effective at employing data based
problem solving on major
improvement priorities to generate
continuous improvement. Attributes
of the district administrator needing
improvement on this core practice
include:
Evaluation Focus: There is not
priority attention to use of Florida’s
problem solving methods employing
data collection and analysis used to
guide quality decision making on
district priorities. The leaders in
schools supervised are seldom being
engaged by the district administrator
in employing data based problem
solving on major improvement
priorities to generate continuous
improvement. Attributes of the
district administrator needing
improvement on this core practice
include:
The district administrator is
aware of state and district results
and has discussed those results
with staff, but has not linked
specific decisions to the data.
The district administrator is
unaware of or indifferent to the
data about student and adult
performance, or fails to use such
data as a basis for making
decisions.
Leader’s actions or impact of leader’s
actions relevant to this core practice
are evident but are inconsistent or of
insufficient scope or proficiency.
Data about adult performance
(e.g. evaluation feedback data,
professional learning needs
assessments) are seldom used
to inform instructional leadership
Leader’s actions or impact of leader’s
actions relevant to this core practice
are minimal or are not occurring, or
are having an adverse impact.
Evidence of student
improvement is not routinely
gathered and used to promote
further growth.
45
assignment, curriculum
alignment with standards,
assessment alignment with
standards, professional
development supports aligned to
personnel evaluation results, and
interventions that have been
made on the basis of problem
solving using data analysis.
Significant Supporting
Attributes
The district administrator has
coached administrators in
schools to improve their data
analysis skills and to inform
instructional decision making. A
consistent record of improved
student achievement exists on
multiple indicators of student
success.
Student success occurs not only
on the overall averages, but in
each group of historically
disadvantaged students.
strengths and challenges.
decisions.
The district administrator
empowers teaching and
administrative staff to determine
priorities using data on student
and adult performance. Data
insights are regularly the subject
of meetings and professional
development sessions.
Accumulation and exhibition of
student improvement results are
inconsistent or untimely.
Results on accomplished goals
are used to maintain gains and
stimulate future goal setting.
The average of the student
population improves, as does the
achievement of each group of
students who have previously
been identified as needing
improvement
Policies and the implementation
of those policies result in a
climate of respect for student
learning needs and cultural,
linguistic and family background.
Explicit use of previous data
indicates that the district
administrator has focused on
improving performance. In areas
of previous success, the district
administrator aggressively
identifies new challenges,
moving proficient performance to
the exemplary level. Where new
challenges emerge, the district
administrator highlights the need,
creates effective interventions,
and reports improved results.
Classroom practices on adapting
the learning environment to
accommodate the differing
needs and diversity of students
are consistently applied
throughout the school.
Respect for students’ cultural,
linguistic and family background
is evident in the district
administrator’s conduct and
expectations for the faculty.
Clearly stated learning goals
accompanied by a scale or rubric
that describes measurable levels
of performance, aligned to the
state’s adopted student
academic standards, is an
instructional strategy in routine
use in courses district wide.
The leader is proactive in guiding
faculty in adapting the learning
environment to accommodate
the differing needs and diversity
of students.
Assessment data generated at
the school level provides an ongoing perspective of the current
reality of student proficiency on
academic standards.
There is evidence of decisive
changes in principals and
teacher assignments and
curriculum based on student and
adult performance data.
Recurring leadership
involvement in the improvement
in quality of daily classroom
Power (high priority) standards
are widely shared by principals
and teachers and are visible
throughout the building.
Assessments on student
progress on them are a routine
event.
The district administrator
systematically seeks,
synthesizes, and applies
knowledge and skills of
assessment literacy and data
analysis.
The district administrator
routinely shares knowledge with
principals to increase students’
achievement.
Formative assessment practices
are employed routinely in the
schools as part of the
instructional program.
The district administrator collects
Some evidence of improvement
exists, but there is insufficient
evidence of using such
improvements to initiate changes
in leadership, teaching, and
curriculum that will create the
improvements necessary to
achieve student performance
goals.
Some practices promote respect
for student learning needs and
cultural, linguistic and family
background, but there are
discernible subgroups who do
not perceive the school climate
as supportive of their needs.
Indifferent to the data about
learning needs, the district
administrator blames students,
families, and external
characteristics for insufficient
progress.
The district administrator does
not believe that student
achievement can improve.
The district administrator has not
taken decisive action to change
time, teacher assignment,
curriculum, leadership practices,
or other variables in order to
improve student achievement.
School level assessments are
inconsistent in their alignment
with the course standards.
It is evident that student
subgroups do not perceive the
school as focused on or
respectful of their learning needs
or cultural, linguistic and family
background or there is no to
minimal support for managing
individual and class behaviors
through a well-planned
management system.
Power (high priority) standards
are developed, but not widely
known or used by faculty, and/or
are not aligned with assessment
data on student progress.
There is no or minimal
coordination of assessment
practices to provide on-going
data about student progress
toward academic standards.
Processes that enable students,
teachers, and principals to track
progress toward mastery of
priority learning goals are not
widely implemented throughout
the district.
School level assessments are
not monitored for alignment with
the implementation level of the
standards.
The district administrator
haphazardly applies rudimentary
knowledge and skills of
assessment literacy and is
unsure of how to build
knowledge and develop skills of
assessment literacy and data
analysis.
There are minimal or no
leadership practices to monitor
faculty practices on tracking
student progress on priority
learning goals.
The district administrator
inconsistently shares knowledge
with principals and teachers to
increase student achievement.
There is inconsistency in how
assessment data are used to
change schedules, instruction,
curriculum, or leadership.
There is rudimentary use of
assessment data from state,
district, school, and classroom.
The district administrator collects
data on curricular and extra-
No processes are in use to
analyze standards and identify
assessment priorities.
The district administrator has
little knowledge and/or skills of
assessment literacy and data
analysis.
There is little or no evidence of
interaction with principals and
teachers concerning
assessments.
The district administrator is
indifferent to data and does not
use data to change schedules,
instruction, curriculum or
leadership.
Student achievement remains
unchanged or declines.
The district administrator does
46
practice is evident and is focused
on student progress on priority
learning goals.
The district administrator
routinely shares examples of
effective learning goals that are
associated with improved
student achievement.
Other district leaders credit this
district administrator with sharing
ideas, coaching, and providing
technical assistance to
implement successful use of
leaning goals in standards-based
instruction.
The district administrator uses a
variety of creative ways to
provide professional learning for
individual and collegial groups
within the district focused on
applying the knowledge and
skills of assessment literacy,
data analysis, and the use of
state, district, school, and
classroom assessment data to
improve student achievement.
Formative assessments are part
of the district culture and interim
assessment data is routinely
used to review and adapt plans
and priorities.
The district administrator
involves schools and community
to collect data on curricular and
extra-curricular student
involvement to assure equal
opportunity for student
participation.
data on curricular and extracurricular student involvement to
assure equal opportunity for
student participation.
The district administrator
systematically acts on the belief
that all students can learn at high
levels by leading curriculum,
instruction, and assessment that
reflect and respect the diversity
of students and staff.
Processes to minimize
achievement gaps within all
impacted subs-groups are
employed for all sub-groups with
positive trend lines showing
reduction of gaps for all
subgroups.
The district administrator
consistently applies the process
of inquiry and/or has enabled
development of processes that
generate greater understanding
of the district’s current systems
and their impact on sub-group
academic achievement.
curricular student involvement.
The district administrator
inconsistently acts on the belief
that all students can learn at high
levels by sometimes leading
curriculum, instruction, and
assessment that reflect and
respect the diversity of students
and staff.
not use assessment data from
state, district, school, and
classroom.
The district administrator does
not collect data on curricular and
extra-curricular student
involvement.
Sub-groups within the district
and associated with achievement
gaps have been identified and
some processes are underway to
understand root causes.
The district administrator limits
opportunities for all students to
meet high expectations by
allowing or ignoring practices in
curriculum, instruction, and
assessment that are culturally,
racially, or ethnically insensitive
and/or inappropriate.
Some actions to minimize the
gaps have been implemented
but either do not reach all subgroup students or have
inconsistent or minimal results.
The district administrator does
not identify nor implement
strategies to understand the
causes of sub-group
achievement gaps.
The district administrator
inconsistently applies the
process of inquiry and/or has
enabled only limited efforts to
develop of processes that
generate greater understanding
of the district’s current systems
and their impact on sub-group
academic achievement.
No changes in practices or
processes have been
implemented under the district
administrator’s direction that are
designed to address
achievement gaps.
The district administrator does
not apply the process of inquiry
and/or develop processes that
generate greater understanding
of the district’s current systems
and their impact on sub-group
academic achievement.
The district administrator shares
with others throughout the district
strategies to put into action their
belief that all students can learn
at high levels by leading
curriculum, instruction, and
assessment that reflect and
respect the diversity of students
and staff.
The district administrator has
created a self-regulating system
based on data that guarantees
regular and predictable success
of all sub-groups, even if
conditions change from one year
to another.
Achievement gaps have been
eliminated or substantially
minimized with trend lines
consistently moving toward
elimination of such gaps.
47
Leadership Evidence of proficiency on this core practice may
be seen in the leader’s behaviors or actions. Illustrative
examples of such evidence may include, but are not limited to
the following:
Impact Evidence of leadership proficiency may be seen in the
behaviors or actions of the faculty, staff, students and/or
community. Illustrative examples of such evidence may
include, but are not limited to the following:
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Data files and analyses on a wide range of student performance
assessments are in routine use by the district administrator.
Analyses of trends and patterns in student performance over
time are reflected in presentations to principals and teachers on
instructional improvement needs.
Analyses of trends and patterns in evaluation feedback on
school proficiencies and professional learning needs are
reflected in presentations to principals on instructional
improvement needs.
Agendas, memoranda, etc. reflect recurring attention to
performance data and data analyses. The district administrator
generates data that describes what improvements have
occurred.
Agendas, memoranda, and other documents for principals
communicate the progress made and relate that progress to
teacher and student capacity to make further gains.
There are recurring examples of the district administrator’s
presentations, documents, and actions that reflect respect for
students’ cultural, linguistic and family background.
Documents, charts, graphs, tables, and other forms of graphic
displays reflecting students’ current levels of performance are
routinely used to communicate “current realities.”
Documents, charts, graphs, tables, and other forms of graphic
displays reflect trend lines over time on student growth on
learning priorities.
Procedures are in place to monitor and promote principal and
teacher collegial discussion on the implementation levels of
learning goals to promote alignment with the implementation
level of the associated state standards.
Documents for principals use that set clear expectations for the
use of formative assessments to monitor student progress on
mastering course standards
Samples of written feedback provided to principals and teachers
regarding effective assessment practices.
Collaborative work systems’ (e.g., data teams, professional
learning communities) agendas and minutes reflect recurring
engagements with interim and formative assessment data.
Principals meeting agendas and minutes reflect attention to
formative and interim assessment processes.
Classroom walkthrough data reveals routine use of formative
assessment practices in the classrooms.
Assessment rubrics are being used in the district.
Documents reveal a pattern of examining student opportunities
for achieving success
Documents that support the use of diversity as an asset in the
development and implementation of procedures and practices.
Agendas, memorandum, etc., reflecting recurring attention at
meetings to recognize diversity issues and adapt instruction
accordingly.
Professional learning for principals provided by the district
administrator deepens understanding of a range of diversity
issues and evidence of monitoring for implementation in the
classroom of appropriate diversity practices.
Statistical analyses identify academic needs of sub-group
members.
Written goals are developed and provided to principals that
focus on reducing or eliminating achievement gaps for students
in under-performing sub-groups and for students with
disabilities.
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Principals and teachers use performance data to make
instructional decisions.
Department and team meetings reflect recurring attention to
student performance data.
Principals identify changes in practice within their schools based
on performance data analyses.
Principals and teacher leaders make presentations to
colleagues on uses of performance data to modify instructional
practices.
Principals routinely inform students and parents on student
progress on instructional goals.
Posters and other informational signage on student
improvements are distributed in the school and community.
School meetings’ minutes reflect attention to evidence of
student improvements.
A multi-tiered system of supports that accommodates the
differing needs and diversity of students is evident across all
schools.
Students in all subgroups express a belief that the school
responds to their needs and is a positive influence on their
future well-being
Principals and teachers track student progress practices.
Students track their own progress on learning goals.
Current examples of student work are posted with teacher
comments reflecting how the work aligns with priority goals.
Methods of principals, teachers, and students tracking student
progress toward learning goals are evident.
Principals can describe interactions with the district
administrator where effective assessment practices are
promoted.
Teachers’ assessments are focused on student progress on the
standards of the course.
Principals attest to the district administrator’s efforts to apply
knowledge and skills of effective assessment practices.
Principals can provide assessments that are directly aligned
with course standard.
Principals attest to the district administrator’s frequent
monitoring of assessment practices.
Student folders and progress tracking records reflect use of
formative data.
Student questionnaire results reflect satisfaction with school
attention to student needs and interests.
Teachers can describe a specific policies, practices, and
procedures that validate and value similarities and differences
among students.
Professional development opportunities are provided for new
teachers regarding ways to adapt instruction to address diversity
issues in the student body and community.
Student questionnaire results reflect the belief that their
individual characteristics are respected by school leaders and
the faculty.
Parent questionnaire results reflect the belief that their individual
characteristics are respected by school leaders and the faculty.
Faculty and staff can describe the school-wide achievement
goals focused on narrowing achievement gaps and relate how
they implement those goals to impact individual students.
Under-achieving sub-group students are enrolled in advanced
classes and are presented with high expectations.
Teachers can describe specific policies, practices, and
48
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Documents reflect the district administrator’s work in deepening
principals’ understanding of cultural and developmental issues
related to improvement of academic learning growth by subgroup students.
Other leadership evidence of proficiency on this indicator.
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procedures that help them use culture and developmental
issues to improve student learning.
Principals and teachers can explain how goals eliminate
differences in achievement for students at different
socioeconomic levels.
Principal and teacher records reflecting tracking sub-group
student progress on targeted learning goals related to academic
achievement.
Student questionnaire results (from sub-group students)
reflecting recognition of school efforts to improve their academic
performance.
Parent questionnaire results from sub-group parents reflecting
recognition of school efforts to improve student achievement.
Other impact evidence of proficiency on this indicator.
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on this core practice,
assign a proficiency level by checking one of the four proficiency levels below. If not being rated at this time, leave
blank:
[ ] Highly Effective
[ ] Effective
[ ] Needs Improvement
[ ] Unsatisfactory
Evidence Log (Specifically, what has been observed that reflects current proficiency on this core practice? The
examples above are illustrative and do not reflect an exclusive list of what is expected.):
Reflection Questions for Core Practice #4
Highly Effective:
Effective:
Needs Improvement:
Unsatisfactory:
How do you disaggregate data
about school proficiencies on
instructional practices to
stimulate dialogue about what
changes in instruction are
needed in order to improve
student performance?
How do you verify that all
principals and teachers have
sufficient grasp of the
significance of student
performance data to formulate
rational improvement plans?
How do you engage principals
in sharing examples of their
growth with other principals?
By what methods do you enable
principals to participate in useful
discussions about the relationship
between student performance
data and the instructional actions
under the teachers’ control?
How do you engage principals
and teachers in routinely sharing
examples of student
improvement?
How much of the discussions with
district staff about student
performance data are confusing to
you and how do you correct that?
How do you share with other
school leaders how to use
student improvement results to
raise expectations and improve
future results?
In what ways might you further
extend your reach within the
district to help others benefit
from your knowledge and skill
in establishing and maintaining
a school climate that supports
student engagement in
learning?
What data other than end of
year state assessments would
be helpful in understanding
student progress at least every
3-4 weeks?
How could you share with your
colleagues across the district
the successes (or failures) of
your efforts?
What data other than end of
year state assessments would
be helpful in understanding
student progress on at least a
quarterly basis?
What system supports are in
place to ensure that the best
ideas and thinking on learning
goals are shared with
colleagues and are a priority of
collegial professional learning?
How might you structure a plan
that establishes and maintains a
district climate of collaboration,
distributed leadership, and
continuous improvement, which
guides the disciplined thought and
action of all staff and students and
respects cultural diversity?
What data other than end of year
state assessments would be
helpful in understanding student
progress on at least a semiannual basis?
To what extent do learning goals
What processes should you employ
to gather data on student
improvements?
What might be the importance of
developing a shared vision,
mission, values, beliefs, and goals
to establish and maintain a district
climate that supports the diverse
needs of students?
What data other than end of year
state assessments would be helpful
in understanding student progress?
What have you done to deepen
your understanding of the
connection between the
instructional strategies of learning
goals and tracking student
progress?
How are you using your knowledge
49
What specific strategies have
you employed to measure
improvements in teaching and
innovations in use of learning
goals and how can you use
such measures as predictors of
improved student
achievement?
How might you engage other
school leaders in sharing
quality examples of formative
assessment and use of interim
assessment data?
What practices have you
engaged in to increase
professional knowledge
opportunities for colleagues
across the school system
regarding your efforts to ensure
the creation and maintenance
of a learning environment
conducive to successful
teaching and learning for all?
What procedures might you
establish to increase your
ability to help your colleagues
develop curriculum, instruction,
and assessment that reflect
and respect the diversity of
students and staff?
What strategies might you
employ to increase your ability
to help your colleagues
understand how the elements
of culture are impacted by the
current systems (e.g.,
curriculum, instruction,
assessment, etc.) in order to
improve student achievement?
How can you provide ongoing
professional learning for
individual and collegial groups
within the district focused on
applying the knowledge and
skills of assessment literacy,
data analysis, and the use of
state, district, school, and
classroom assessment data to
improve student achievement?
What evidence would you
accept if you were ensuring the
creation and maintenance of a
learning environment
conducive to successful
teaching and learning for all?
What strategies might you
employ so that you could share
with others throughout the
district practices that help them
put into action your belief that
all students can learn at high
levels by leading curriculum,
instruction, and assessment
that reflect and respect the
diversity of students and staff?
What are one or two critical
steps you could take that
would shift your examination of
culture to a point that they
become a self-regulating
system based on data that
guarantees regular and
predictable success even if
conditions change?
presented to the students reflect a
clear relationship between the
course standards and the
assignments and activities
students are given?
How are you systematically
seeking, synthesizing, and
applying knowledge and skills of
assessment literacy and data
analysis? In what ways are you
sharing your knowledge with
principals and teachers to
increase all students’
achievement?
How would you describe your
efforts to provide clear evidence
that you create and maintain a
learning environment that is
generally conducive to ensure
effective teaching and learning,
although there may be some
exceptions?
How might you increase the
consistency with which you act on
the belief that all students can
learn at high levels by sometimes
leading curriculum, instruction,
and assessment that reflect and
respect the diversity of students
and staff?
and skills of assessment literacy to
change schedules, instruction, and
curriculum or leadership practices
to increase student achievement?
What strategies are you
intentionally implementing to create
and maintain a safe and respectful
environment to ensure successful
teaching and learning or addresses
safety concerns as they arise?
How might you expand the
opportunities for all students to
meet high expectations by leading
curriculum, instruction, and
assessment that reflect and respect
the diversity of students and staff?
Why do sub-groups students like
those in your district not perform as
well as similar groups in other
districts?
In what ways might you
demonstrate greater understanding
of cultures and their impact on the
current systems in your district to
improve student learning?
How might you systematically
apply the process of inquiry to
develop methods of generating
greater understanding of the
cultures of individuals within the
district and how the elements of
culture are impacted by the
current systems (e.g., curriculum,
instruction, assessment) to
improve student achievement?
50
DISTRICT OFFICE CORE PRACTICES
RUBRICS
Core Practice #5: Ensuring Productive Leadership Succession
Narrative: Succession planning is building relationships and preparation processes for involving others in
ways that prepare them to move into key positions as they become vacant. Succession planning
increases the availability of experienced and capable leaders that are prepared to assume roles as they
become available. Through the succession planning process, district leaders recruit superior employees,
develop their knowledge, skills, and abilities, and prepare them for advancement or promotion into ever
more challenging roles.
Indicator 5.1 The district leader recognizes the importance of stable leadership in the schools to minimize
the effects of frequent principal turnover.
Indicator 5.2 The district leader ensures that principals effectively distribute leadership to mitigate some of
the negative consequences of turnover.
Indicator 5.3 The district leader ensures principals newly assigned to schools initially work within the
existing culture of their schools, rather than attempting to quickly substantially change it, to avoid negative
turnover effects.
Indicator 5.4 The district leader ensures a smooth transition from one principal; to the next by clarifying
the district’s expectations for the job to be done by the incoming principals, and by participating with
teachers and the new principal in initial discussions about expectations for the new principal’s work.
Indicator 5.5 The district leader implements the district succession plan for school and district leaders by
identifying (early in their careers) talented teachers and leaders who have the potential to become school
principals and district administrators.
Rating Rubric
Highly Effective:
Effective:
Evaluation Focus: Evidence of
succession management practices
for all district and school leader
positions supervised is evident with
viable successors in development for
all types of positions supervised.
Attributes of the highly effective
district administrator on this core
practice include:
Evaluation Focus: Evidence of
succession management practices for
all district and school leader positions
supervised is evident with viable
successors in development for most
types of positions supervised.
Attributes of the effective district
administrator on this core practice
include:
Priority Attributes
Leader’s actions or impact of leader’s
actions relevant to this core practice
exceed effective levels and constitute
models of proficiency for other
leaders.
Succession Management
practices consistently result in
qualified successors to all of the
positions supervised.
The district administrator
systematically evaluates the
success of the succession
program, making adjustments as
needed and engaging other
leaders in succession
Needs Improvement:
Unsatisfactory:
Evaluation Focus: Evidence of
succession management practices
for all district and school leader
positions supervised is evident with
viable successors in development for
some types of positions supervised.
Attributes of the district administrator
needing improvement on this core
practice include:
Evaluation Focus: Evidence of
succession management practices
for all district and school leader
positions supervised is evident with
viable successors in development for
few types of positions supervised.
Attributes of the district administrator
unsatisfactory on this core practice
include:
Succession Management
practices consistently result in
qualified successors to most of the
positions supervised.
Succession Management
practices result in qualified
successors to some of the
positions supervised.
The district administrator works to
maintain stable leadership in
schools to minimize the effects of
frequent principal turnover
The district administrator
understands the importance of
stable leadership in schools
however, little attention is given
to minimizing principal turnover
Succession Management
practices not evident or seldom
result in qualified successors to
the majority of the positions
supervised.
Leader’s actions or impact of leader’s
actions relevant to this core practice
are sufficient and appropriate
reflections of quality work with only
normal variations.
The district administrator
implements the district’s
Leader’s actions or impact of leader’s
actions relevant to this core practice
are evident but are inconsistent or of
insufficient scope or proficiency.
Inasmuch as the district
administrator understands the
Leader’s actions or impact of leader’s
actions relevant to this core practice
are minimal or are not occurring, or
are having an adverse impact.
The district administrator is
unaware of the research about
the importance of stable school
leadership, thus no effort is given
to minimizing principal turnover
The district administrator is either
51
management processes in their
own areas of responsibility.
succession plan for school leaders
by:
Significant Supporting
Attributes
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The district administrator
provides support to school leader
preparation programs.
The Superintendent (or
designees) and the leaders
supervisors) rely upon this
district administrator to share
highly successful succession
planning practices with other
district leaders throughout the
system.
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Ensuring principals
effectively distribute
leadership to mitigate at
least some of the negative
consequences of principal
turnover
Ensuring principals newly
assigned to schools initially
work to understand and
work within the existing
culture of their schools,
before determining
substantial change needs of
the school, to avoid negative
turnover effect
Ensuring smooth transition
from one principal to the next
by clarifying the district‘s
expectations for the job to be
done by the incoming
principals, and by
participating with teachers
and the new principal in
initial discussions about
expectations for the new
principal‘s work
Identifying (early in their
careers) talented teachers
and leaders who have the
potential to become school
principals and district
administrators
Models deliberate practice to
subordinates and potential
successors to positions
supervised
district’s succession plan, the
administrator does not fully use
the plan to minimize the effects
of principal turnover.
The district administrator
primarily relies on other central
office staff in identifying and
evaluating applicant pools, the
competency levels of employees
in identified applicant pools, and
the competency gaps.
not aware of or ignores the
district’s succession plan.
Staff are hired to fill vacancies in
key positions who do not
possess the critical instructional
and leadership capabilities
required of the school, which
compromises the district’s efforts
to increase student academic
achievement, and no processes
to remedy the trend are taken.
Little to no effort on the part of
the district administrator is made
to increase the competency level
of the potential successor
leaders within the faculty or such
efforts are limited in scope.
Leadership Evidence of proficiency on this core practice may
be seen in the leader’s behaviors or actions. Illustrative
examples of such evidence may include, but are not limited to
the following:
Impact Evidence of leadership proficiency may be seen in the
behaviors or actions of the faculty, staff, students and/or
community. Illustrative examples of such evidence may
include, but are not limited to the following:
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Documents generated by or at the direction of the district
administrator establish a clear pattern of attention to individual
professional development that addresses succession
management priorities.
The district administrator utilizes processes to monitor potential
school leader departures.
The district administrator accesses district applicant pools to
review options as soon as district processes permit.
Informal dialogues with school leaders routinely explore their
interests in expanded involvement and future leadership roles.
The district administrator has documents or processes to inform
potential leaders of the tasks and qualifications involved in
moving into leadership roles.
The district administrator accesses the district succession
management plan that identifies succession problems, key and
hard-to-fill positions for which critical competencies have been
identified, and key contacts within the school community.
Other leadership evidence of proficiency on this indicator.
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Select district/school leaders can attest to having been identified
into applicant pools for leadership in key and hard-to-fill
positions that may develop in the future.
Select district/school leaders report that the district administrator
has identified various competency levels needed for key or
hard-to-fill leadership positions.
Select district/school leaders describe providing the district
administrator feedback as to gaps in their personal competency
for which the administrator has developed professional learning
experiences.
School district/school leaders can understand the district’s
succession plan and can describe transparent processes for
being considered for leadership positions within the district
Sub-ordinate leaders engage other faculty in competency
building tasks that prepare them for future leadership roles.
Other impact evidence of proficiency on this indicator.
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on this core practice, assign
52
a proficiency level by checking one of the four proficiency levels below. If not being rated at this time, leave blank:
[ ] Highly Effective
[ ] Effective
[ ] Needs Improvement
[ ] Unsatisfactory
Evidence Log (Specifically, what has been observed that reflects current proficiency on this core practice? The
examples above are illustrative and do not reflect an exclusive list of what is expected.):
Reflection Questions for Core Practice #5
Highly Effective:
Effective:
Needs Improvement:
Unsatisfactory:
In what ways might you further
extend your reach within the
district to help others
throughout the district benefit
from your knowledge and skill
in succession management
practices?
In what ways are you
interacting with other central
office administrators to share
highly effective succession
planning practices with other
leaders throughout the district?
What are the key components
within your succession
management plan?
In what ways would a plan for
succession management be helpful
to you as you move to replace key
and hard-to-fill positions in the
district?
What have you prepared to
assist your successor when the
time comes?
What are some of the
strategies you have employed
that help the district get work
done during vacancy periods?
What might be the one or two
personal leadership practices to
which you will pay particular
attention as you implement your
succession management plan?
53
DISTRICT OFFICE CORE PRACTICES
RUBRICS
Core Practice #6: Harnessing Family and Community Energies for School
Improvement
Narrative: This core practice focuses on the actions of district level administrators which lead to greater
engagement and participation of the community in the schools. District leaders need to focus more
sharply and energetically on collective leadership by engaging teachers, administrators, parents, and
community members in ongoing, reflective discussions of what each party can and should contribute to
students’ learning. District administrators support quality decisions of school leaders engaged in
implementing district and state mandates and assist in communicating to stakeholders the rationale for
such decisions. District administrators balance support for school leaders with consistent monitoring of
the effectiveness of processes that allow school site leaders to understand and respond in a timely
manner to community interests and concerns.
Indicator 6.1 The district leader engages in dialogues with principals about the importance of being open
to community and parental involvement by partnering with parents and community members in school
improvement efforts, parents as vital partners in the learning process, the importance of shared
leadership, and taking the critical role that the community plays in every child’s life.
Indicator 6.2 The district leader takes an active role in teaching parents and other community members
how to be involved in education. These efforts include providing information and instructional sessions
about shared governance.
Rating Rubric
Highly Effective:
Effective:
Needs Improvement:
Unsatisfactory:
Evaluation Focus: Communications
to stakeholders provide frequent
opportunities in multiple forms for
active engagement in deepening
understanding of school needs and
improvement initiatives and
engagement in support for their
success. Attributes of the highly
effective district administrator on this
core practice include:
Evaluation Focus: Communications
to stakeholders provide recurring
opportunities for deepening
understanding of priority school
needs and engagement in priority
improvement initiatives and
engagement in support for their
success. Attributes of the effective
district administrator on this core
practice include:
Evaluation Focus: Communications
to stakeholders provide occasional
opportunities for passive information
focused on understanding of priority
school needs and priority
improvement initiatives and limited
opportunities for engagement in
support for their success. Attributes
of the district administrator needing
improvement on this core practice
include:
Evaluation Focus: Communications
to stakeholders provide infrequent or
ineffective opportunities for sharing
information focused on
understanding of priority school
needs and priority improvement
initiatives and few or no opportunities
for engagement in support for their
success. Attributes of the district
administrator unsatisfactory on this
core practice include:
Priority Attributes
The district administrator utilizes
a system of open communication
that provides for the timely,
responsible sharing of
information with schools and the
community using a variety of
formats in multiple ways through
different media in order to
maximize engagement of the
school community.
The district administrator designs
a system of open communication
that provides for the timely,
responsible sharing of
information to, from, and with the
schools and community on
meaningful family and
community engagement, but it is
inconsistently implemented.
The district administrator’s
actions demonstrate a lack of
understanding of the importance
of engaging families and the
community in the works of
schools and the district.
Leader’s actions or impact of leader’s
actions relevant to this core practice
exceed effective levels and constitute
models of proficiency for other
leaders.
The district administrator delivers
a strong voice advocating for
meaningful family and
community engagement in the
work of schools and the district.
The district administrator
routinely shares examples of
specific leadership practices and
differentiated support services
that have been effective in
helping school leaders and
teachers engage their
communities meaningfully in the
work of improving student
learning.
Leader’s actions or impact of leader’s
actions relevant to this core practice
are sufficient and appropriate
reflections of quality work with only
normal variations.
The district administrator is
consistently visible within the
schools and community focusing
attention on the importance of
family and community
engagement in the work to
improve student achievement.
Leader’s actions or impact of leader’s
actions relevant to this core practice
are evident but are inconsistent or of
insufficient scope or proficiency.
The district administrator’s
actions to be visible and
accessible to schools and
community are inconsistent or
limited in scope.
There is a limited use of
technology to expand access
Leader’s actions or impact of leader’s
actions relevant to this core practice
are minimal or are not occurring, or
are having an adverse impact.
The district administrator is not
accessible to principals,
teachers, parents and / or
community members and does
not engage stakeholders in the
work.
The district administrator has low
visibility in schools and the
community.
54
Other district level leaders credit
this administrator with sharing
ideas, coaching, and providing
technical assistance to
implement successful new
initiatives to support school
leaders’ efforts in maximizing the
contributions from the community
in improving student learning.
Schools, families and community
members have access to the
administrators office via
technology tools (e.g., emails,
websites & social networking
such as Twitter)
and involvement.
The district administrator’s
leadership is focused within the
district office with minimal
outreach to schools and the
community.
Significant Supporting
Attributes
The district administrator
mentors other district leaders on
quality processes for
accessibility, engaging
stakeholders, and using
technologies to expand impact.
Leadership Evidence of proficiency on this core practice may
be seen in the leader’s behaviors or actions. Illustrative
examples of such evidence may include, but are not limited to
the following:
Impact Evidence of leadership proficiency may be seen in the
behaviors or actions of the faculty, staff, students and/or
community. Illustrative examples of such evidence may
include, but are not limited to the following:












Evidence of visibility and accessibility (e.g., agendas of
meetings, newsletters, e-mail correspondence, appointment
book, etc.) is provided.
Evidence of formal and informal systems of communication that
include a variety of formats (e.g., written, oral) in multiple ways
through different media (e.g., newsletter, electronic) used to
improve family and community engagement in the work of
schools and the district.
The district administrator’s work schedule reflects two or more
work days a week in schools and classrooms interacting with
principals, teachers, and parents on various initiatives to
improve student achievement.
Meeting schedules reflect frequency of access by various
stakeholders.
Executive business partnerships engaging local business
leaders in ongoing support of school improvement.
E-mail exchanges with principals, teachers, parents and other
stakeholders.
Websites or weblogs provide district messaging into the
community.
Participation in community events.
Established routines and procedures that inform principals,
faculty, and parents on how to get access to their office.
Monitors office staff implementation of access routines and
procedures to insure timely and responsive accessibility.
Other leadership evidence of proficiency on this indicator.








Parent survey results reflect understanding of the priority goals
of their school and the district.
Parents’ communications to the schools reflect understanding of
the goals and expectations that apply to their children.
PTSA/Booster club operations and participation addresses
support for school academic goals.
School principals have enacted effective procedures for routing
parents and stakeholders to appropriate parties for assistance.
School leaders’ involvement in community events where they
actively enlist families and community members to the work of
their school.
“User friendly” processes for greeting and determining needs of
visitors.
Principals, teachers, and parents anecdotal evidence of ease of
access to their principals and the district office
Parent surveys reflect belief that access is welcomed.
Other impact evidence of proficiency on this indicator.
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on this core practice,
assign a proficiency level by checking one of the four proficiency levels below. If not being rated at this time, leave
blank:
[ ] Highly Effective
[ ] Effective
[ ] Needs Improvement
[ ] Unsatisfactory
Evidence Log (Specifically, what has been observed that reflects current proficiency on this core practice? The
examples above are illustrative and do not reflect an exclusive list of what is expected.):
55
Reflection Questions for Core Practice #6
Highly Effective:
Effective:
Needs Improvement:
Unsatisfactory:
How can you involve other
district level administrators as
high visibility assets of the
school district?
What uses can you make of
modern technology to deepen
community engagement and
expand your accessibility to
all?
How might you articulate to
school principals and teachers
the benefits that could be
gained by the school if parents
and community members were
meaningfully engaged in the
work of the school to raise
student achievement ?
How can you assess what
principals, teachers, parents, and
community members think of your
level of accessibility?
What work habits would you need
to change to be more visible in the
schools and community?
How might you improve your
consistency of interactions with
stakeholders regarding the work
of the district?
What are your priority goals for
family and community engagement
in schools and the district?
What additional strategies have
you established to diffuse your
practices on improving family
and community engagement
among your colleagues across
the school system?
How does feedback from key
stakeholder groups inform the
work of your office?
Knowing that some teachers and
parents are reluctant to initiate
conversations with school leaders,
what strategies have you
employed or considered in which
you – as the leader – would
initiate communication on priority
goals and expectations?
How do you know whether schools
and community members find them
clear and comprehensible?
56
DISTRICT OFFICE CORE PRACTICES
RUBRICS
Core Practice #7: Engaging in Professional Learning to Improve Leadership
Practices and Student Learning Outcomes
Narrative: The district administrator engages in professional learning that improves professional practice
in alignment with the needs of the district and schools, and demonstrates explicit improvement in specific
performance areas based on previous evaluations and formative feedback. Where Core Practice #2 is
focused on impact on professional learning of those supervised, the focus of this Core Practice is on the
impact of the administrator’s professional learning – does the administrator’s learning result in continuous
improvement in their performance? The district administrator practices and models deliberate practice by
concentrating on a very few professional growth goals or targets in a set time period where the
administrator strives for deep learning and personal mastery of a few “thin slices.”
Indicator 7.1 The district leader participates in active professional learning communities in which key
district and school leaders have common learning experiences aligned to district priorities.
Indicator 7.2 The district leader implements an individual deliberate practice plan aligned to priority
student learning goals and results from ongoing feedback and prior evaluations.
Indicator 7.3 The district leader implements the used of high effect size practices to improve personal
leadership effectiveness.
Indicator 7.4 The district leader participates in the professional development required of principals.
Rating Rubric
Highly Effective:
Effective:
Needs Improvement:
Unsatisfactory:
Evaluation Focus: The district
administrator is engaged in multidimensional deliberate practice
growth targets directly related to
capacity to support improvements in
the schools supervised. Attributes of
the highly effective district
administrator on this core practice
include:
Evaluation Focus: The district
administrator is engaged in
deliberate practice growth targets
directly related to capacity to support
improvements in the schools
supervised. Attributes of the effective
district administrator on this core
practice include:
Evaluation Focus: The district
administrator has limited
engagement in deliberate practice
growth targets directly related to job
responsibilities but has limited focus
on improvements in the schools
supervised. Attributes of the district
administrator needing improvement
on this core practice include:
Evaluation Focus: The district
administrator has no to minimal
engagement in deliberate practice
growth targets directly related to job
responsibilities Attributes of the
district administrator unsatisfactory
on this core practice include:
Priority Attributes
The district administrator actively
participates in professional
learning communities in which
key district leaders have
common learning experiences
aligned to district priorities and
organizational needs
The district administrator
participates in professional
learning communities, but the
learning experiences tend to be
more individual than collective in
addressing the strategic needs of
the organization
The district administrator might
attend a professional learning,
but has yet to participate in the
learning activities along with key
district leaders
The district administrator
personally attends and actively
participates in the professional
learning required of principals
The district administrator attends
professional learning for
principals, but fails to actively
engage becoming distracted with
other responsibilities
The district administrator
implements prioritized
researched based high effect
size practices to improve
personal leadership
effectiveness
The district administrator is
aware of the research on high
effect size practices, but has yet
to apply them to improve their
personal leadership
effectiveness
Leader’s actions or impact of leader’s
actions relevant to this core practice
exceed effective levels and constitute
models of proficiency for other
leaders.
The district administrator
approaches and attends every
professional learning opportunity
with a view toward
multidimensional impact.
As a result of attending
professional learning with
principals the knowledge and
skills are shared throughout the
organization and with other
departments in the district.
The district administrator
monitors their use of research
based high effect size practices
and uses the data to support the
learning of other district leaders.
Leader’s actions or impact of leader’s
actions relevant to this core practice
are sufficient and appropriate
reflections of quality work with only
normal variations.
Leader’s actions or impact of leader’s
actions relevant to this core practice
are evident but are inconsistent or of
insufficient scope or proficiency.
Leader’s actions or impact of leader’s
actions relevant to this core practice
are minimal or are not occurring, or
are having an adverse impact.
The district administrator does
not attend professional learning
required of principals
The district administrator is not
aware of research based high
effect size practices
The district administrator does
not seek out feedback from
principals to improve their own
practices
The district administrator’s
deliberate practice plan:
57
The district administrator utilizes
multiple strategies for seeking
feedback from school leaders
and uses the feedback to
differentiate support based on
prioritized needs
Significant Supporting
Attributes
The district administrator
implements an individual
deliberate practice plan aligned
to priority student learning goals
and results from ongoing
feedback and prior evaluations
and:



Shares the results of their
action research with other
district leaders and how
that learning will influence
leadership practices in the
future
Shares the results of their
action research along with
some of the things they are
learning about leadership
practices and the
connection to student
achievement with other
district departments to
maximize the impact of
their personal learning
experiences
Publicly reports, including
plans and oral
presentations, a frank
acknowledgement of prior
personal and organizational
failures, and clear
suggestions for systemwide learning resulting from
those lessons
The district administrator actively
seeks out and strategically
utilizes feedback from principals
to direct differentiated leadership
for schools
The district administrator seeks
out feedback from principals, but
may or may not regularly use the
data to differentiate their
leadership for individual schools
The district administrator
implements an individual
deliberate practice plan aligned
to priority student learning goals
and results from ongoing
feedback and prior evaluations
that:

Demonstrates a positive
relationship between the
adult and the student
anticipated gains

Produces clear and
consistent evidence that
they are monitoring and
measuring both the
leadership strategy or
strategies as well as the
impact on student
achievement monthly

Documents the changes in
leadership practice that is
occurring monthly as a
result of the monitoring

Displays graphically and
publicly the degree to
which the achieved
leadership strategies–inaction compare to the
impact on student
achievement
The district administrator
attempts to implement an
individual deliberate practice
plan aligned to priority student
learning goals and results from
ongoing feedback and prior
evaluations that provides:

Limited evidence of the
Progress Points (student
data) were monitored but
not adult (cause) data

Limited evidence that the
district administrator is
monitoring and measuring
student effect data, and/or
are inconsistent in
monitoring and measuring
leadership data.
Consequently, it is difficult
to determine the degree to
which the specified
leadership practices are
impacting student
achievement

Minimal use of the action
research process, and
limited evidence of
changes based on data

No graphic display of their
action research
 Demonstrates no significant
effort to work on the targets.
 Demonstrates an
indifference to data, no
changes in leadership
practice compared to the
previous year are evident.
The data screams “Change!”
and the leader’s actions say,
“Everything is fine.
Leadership Evidence of proficiency on this core practice may
be seen in the leader’s behaviors or actions. Illustrative
examples of such evidence may include, but are not limited to
the following:
Impact Evidence of leadership proficiency may be seen in the
behaviors or actions of the faculty, staff, students and/or
community. Illustrative examples of such evidence may
include, but are not limited to the following:









Professional development records indicate active participation in
professional learning with district and principal leaders.
Deliberate Practice plan includes professional learning targets
that are directly linked to the needs of the district.
Evidence the leader has applied lessons learned from the
research to enhance personal leadership practices.
Case studies of action research are shared with subordinates
and/or colleagues.
Forms, checklists, self-assessments, and other learning tools
the administrator has created that help the leader apply
concepts learned in professional development.
Membership and participation in professional learning provided
by professional organizations.
Evidence that professional learning is shared with other district
and school leaders.
Other leadership evidence of proficiency on this indicator






Principals’ anecdotal evidence of the district administrator’s
support for and participation in professional learning.
Evidence that principal leaders are engaged in professional
learning with the district administrator.
Changes in student growth data, discipline data, etc., after the
district administrator’s professional development.
Principals can articulate professional learning shared by the
district administrator after the professional learning was
implemented.
Evidence of successful development and implementation of the
district administrator’s deliberate practice plan.
Principals share feedback data from district administrator that
impacts their leadership practices.
Other impact evidence of proficiency on this indicator.
58
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on this core practice,
assign a proficiency level by checking one of the four proficiency levels below. If not being rated at this time, leave
blank:
[ ] Highly Effective
[ ] Effective
[ ] Needs Improvement
[ ] Unsatisfactory
Evidence Log (Specifically, what has been observed that reflects current proficiency on this core practice? The
examples above are illustrative and do not reflect an exclusive list of what is expected.):
Reflection Questions for Core Practice #7
Highly Effective:
Effective:
Needs Improvement:
Unsatisfactory:
What has been most effective
in creating a focus on
professional learning? How
might you lead this effort
across the district?
To what degree do you
explicitly identify the focus
areas for professional
development in school
leaders?
How are you investing in your
professional learning and applying
your learning to your daily work
with school leaders?
What steps can you take to
participate in professional learning
focused on district goals with your
principals?
How have you synthesized
new professional learning into
existing learning for more
sophisticated application? How
have you applied this learning
to support and encourage the
growth of other leaders? How
will you leverage your
professional learning
throughout the district, and
beyond?
How will you determine
whether application of your
own professional learning is
impacting student achievement
and the district as a whole?
How do you apply this learning in
multiple leadership venues?
What steps can you take to begin to
apply professional learning to your
daily work?
In what ways are you adjusting
application when clear
evidence of success is not
apparent?
59
DISTRICT OFFICE CORE PRACTICES
RUBRICS
Core Practice #8: Using the District’s School Administrator Evaluation System
Effectively to Support, Monitor and Evaluate the Effectiveness of School Leaders
Narrative: District office administrators are responsible for monitoring the effectiveness of school
principals. This indicator addresses the proficiency and focus of the district administrators’ monitoring
processes to maintain awareness of principal effectiveness and the use of monitoring data to improve
principal performance. The focus is on how well the district administrator monitors principal use of
strategies supported by contemporary research, principal proficiency on issues contained in the district’s
leader evaluation system and the Florida Principal Leadership Standards (FPLS). This indicator also
focuses on the district administrators’ use of the monitoring process to provide quality and timely
feedback to principals. The feedback processes need to deepen principal understanding of the impact of
their practices on school effectiveness and the effective use of high-effect size leadership practices.
Note: Department lists of high-effect size strategies are posted at www.fldoe.org and
www.floridaschoolleaders.org
Indicator 8.1 The district leader monitors the effectiveness of principals using contemporary research and
the district’s principal evaluation system criteria and procedures to improve student achievement and
leadership proficiency on the FPLS and FEAP’s.
Indicator 8.2 The district leader provides and receives timely and actionable feedback on principal’s
proficiency on high effect size leadership strategies relate to effective instructional leadership.
Rating Rubric
Highly Effective:
Effective:
Needs Improvement:
Evaluation Focus: The district
administrator uses school leader
evaluation indicators, rubrics, and
monitoring processes to focus school
site problem solving, faculty
development, and school operations
on continuous improvement of the
learning environment. Attributes of
the highly effective district
administrator on this core practice
include:
Evaluation Focus: The district
administrator uses school leader
evaluation indicators, rubrics, and
monitoring processes to focus school
site problem solving, faculty
development, and school operations
on continuous improvement of the
priority instructional needs of the
school site. Attributes of the effective
district administrator on this core
practice include:
Evaluation Focus: The district
administrator is inconsistent in their
use of school leader evaluation
indicators, rubrics, and monitoring
processes to focus school site
problem solving, faculty
development, and school operations
on continuous improvement of the
priority instructional needs of the
school site. Attributes of the district
administrator needing improvement
on this core practice include:
Priority Attributes
The district administrator works
with other district leaders to
insure inter-rater reliability in the
use of school leader evaluation
indicators.
The district principal evaluation
system is being implemented,
but the process is focused on
procedural compliance rather
than on improving principal
proficiency on the FPLS and high
effect size leadership strategies.
Monitoring does not comply with
the minimum requirements of the
district evaluation systems.
The manner in which monitoring
is conducted is not generally
perceived by principals as
supportive of their professional
improvement.
There is no or only minimal
monitoring that results in
feedback on proficiency.
The district administrator
adheres to the personnel policies
Informal feedback is rare,
nonspecific, and not
Leader’s actions or impact of leader’s
actions relevant to this core practice
exceed effective levels and constitute
models of proficiency for other
leaders.
The district administrator’s
monitoring process generates a
shared vision of high
expectations for proficiency on
the FPLS, FEAPs, researchbased instructional strategies,
and the indicators in the principal
evaluation system.
The focus and specificity of
feedback creates a clear vision
of what the priority goals are for
the schools and the cause and
effect relationship between
principal practices and student
Leader’s actions or impact of leader’s
actions relevant to this core practice
are sufficient and appropriate
reflections of quality work with only
normal variations.
The district administrator’s
effectiveness monitoring process
provides the principal with a
realistic overview of the current
reality of principal effectiveness
on the FPLS, FEAPs, and
indicators in the principal
evaluation system, and high
effect size strategies.
The district administrator’s
Leader’s actions or impact of leader’s
actions relevant to this core practice
are evident but are inconsistent or of
insufficient scope or proficiency.
Unsatisfactory:
Leader’s actions or impact of leader’s
actions relevant to this core practice
are minimal or are not occurring, or
are having an adverse impact.
Evaluation Focus: The district
administrator seldom uses school
leader evaluation indicators, rubrics,
and monitoring processes to focus
school site problem solving, faculty
development, and school operations
on continuous improvement of the
priority instructional needs of the
school site. Attributes of the district
administrator needing improvement
on this core practice include:
Monitoring is not focused on
principal proficiency in researchbased strategies, FPLS and the
FEAPs.
Formal feedback, when
provided, is nonspecific.
60
achievement on those priority
goals.
The district administrator shares
productive monitoring methods
with other district administrators
to support district wide
improvements.
Significant Supporting
Attributes
The district administrator uses a
variety of creative ways to
provide positive and corrective
feedback.
The effectiveness of schools
reflects the district
administrator’s focus on
accurate, timely, and specific
recognition of proficiency and
improvement in proficiency.
The district administrator
balances individual recognition
with team and organization-wide
recognition.
monitoring practices are
consistently implemented in a
supportive and constructive
manner.
The district administrator
provides formal feedback
consistent with the district
personnel policies, and provides
informal feedback to reinforce
proficient performance and
highlight the strengths of the
principal.
The district administrator has
effectively implemented a system
for collecting feedback from
principals as to what they know,
what they understand, where
they make errors, and when they
have misconceptions about high
effect size leadership and
instructional practices as part of
an on-going inter-rater reliability
process.
in providing formal feedback,
although the feedback is just
beginning to provide details that
improve principal or
organizational performance, or
there are principals to whom
feedback Is not timely or not
focused on priority improvement
needs.
constructive.
The district administrator is not
aware of the high effect size
strategies expected to be used in
district schools or fails to
communicate them to principals.
The district administrator tends
to view feedback as a linear
process; something they provide
principals rather than a collegial
exchange of perspectives on
proficiency where the district
administrator learns from the
principal’s expertise.
Corrective and positive feedback
is linked to organizational goals,
and both the district
administrator and school
principals can cite examples of
where feedback is used to
improve individual and
organizational performance.
Leadership Evidence of proficiency on this core practice may
be seen in the leader’s behaviors or actions. Illustrative
examples of such evidence may include, but are not limited to
the following:
Impact Evidence of leadership proficiency may be seen in the
behaviors or actions of the faculty, staff, students and/or
community. Illustrative examples of such evidence may
include, but are not limited to the following:












Schedules for school visits document monitoring of principals.
Records or notes indicate the frequency of formal and informal
observations.
Data from school and classroom walkthroughs is focused on
high-effect size strategies, FPLS, and FEAPs implementation.
Agendas for meetings address principal proficiency issues
arising from the monitoring process.
Post observation conference notes reflect feedback on growth in
proficiency on the FPLS and indicators in the district principal
evaluation system instructional strategies.
Rubrics that distinguish among proficiency levels on evaluation
indicators are used by the leader to focus feedback on needed
improvements in leadership practice.
Samples of written feedback provided to principals regarding
prioritized leadership and instructional practices.
The schedule reflects frequent school walkthroughs and
observations of teaching and learning
Evidence the district administrator has a system for securing
feedback from principals specific to prioritized leadership and
instructional practices.
Use of time results in at least 2 work days a week spent on
monitoring school effectiveness and instructional issues (i.e.
“watching the game”) and providing specific and actionable
feedback for the principal’s growth
Feedback to schools that describes ways to enhance
performance and reach the next level of proficiency.









The principals document that the district administrator initiated
professional development focused on issues arising from
leadership effectiveness monitoring.
Principal meeting agendas or memoranda reflect follow-up
actions based on feedback from leadership monitoring on FPLS,
FEAPs, principal evaluation indicators, or research-based
strategies.
Lesson study, PLC, or teacher team work is initiated to address
issues arising from monitoring process.
Principals can describe the high-effect size leadership and
instructional strategies employed across the school
Data and feedback from the district administrator’s walkthroughs
and observations are used by principals to revise leadership and
instructional practices.
Principals can attest to regularly scheduled formal and informal
school visits.
Principals report recognition as team members and as
individuals.
Principals describe feedback from the district administrator in
terms of recognizing leadership strengths and suggestions to
take their effectiveness to the next level
Principals report that the district administrator uses a
combination of school visitation, and principal-self assessment
data as part of the feedback.
Feedback to principals, over the course of the year, is based on
multiple sources of information (e.g. observations, walkthroughs,
61


Feedback reflects judgment on proficiency, not just a “yes-no”
checklist approach.
Other leadership evidence of proficiency on this indicator.



videos, self-reflections, lesson studies, PLCs, assessment data,)
and from more than one person.
Principals have opportunities to visit colleagues’ schools for
sharing of best practices
Feedback and evaluation data is used by principals to formulate
their growth plans.
Other impact evidence of proficiency on this indicator.
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on this core practice,
assign a proficiency level by checking one of the four proficiency levels below. If not being rated at this time, leave
blank:
[ ] Highly Effective
[ ] Effective
[ ] Needs Improvement
[ ] Unsatisfactory
Evidence Log (Specifically, what has been observed that reflects current proficiency on this core practice? The
examples above are illustrative and do not reflect an exclusive list of what is expected):
Reflection Questions for Core Practice #8
Highly Effective:
Effective:
Needs Improvement:
Unsatisfactory:
How do you convey to highly
effective principals specific
feedback that would move
them toward even higher levels
of proficiency?
How do you improve your
conferencing skills so your
feedback to principals is both
specific enough to be helpful
and perceived as support
rather than negative criticism?
How do you restructure your use
of time so that you spend enough
time on monitoring the proficiency
of leadership practices and giving
feedback to be an effective
support for school principals?
In what ways do you currently
recognize principals in providing
feedback and affirmation to them?
How do you improve your own
grasp of what the FPLS, FEAPs
and high effect size practices
require so that your monitoring has
a useful focus?
How do you engage highly
effective principals in sharing a
vision of effective leadership
practices with their colleagues
so that there is no plateau of
“good enough”?
What are some examples of
focused, constructive, and
meaningful feedback that you
provide to school principals?
How does this support their
learning?
To what extent do you
acknowledge the efforts of teams,
as well as that of individuals?
How can frequent, focused, and
constructive feedback support
principals in improving their
leadership?
62
DISTRICT OFFICE CORE PRACTICES
RUBRICS
Core Practice #9: Providing Quality Support Services to Principals and Teachers
and Contributing to the Success of All Schools
(Universal to all Central Office including non-instructional central leaders)
Narrative: Research clearly shows that in order for schools to meet their learning goals on rigorous state
standards, they must have consistent, quality, coordinated, and differentiated support from all
departments in the central office. District administrators need to know and understand the unique
characteristics and challenges of each school, and they need to act in ways that contribute to the effective
operations, organization, and school-wide improvement of teaching and learning.
Indicator 9.1 The district leader demonstrates the expertise, knowledge and qualifications needed to
provide high-quality support to schools.
Indicator 9.2 The district leader provides feedback, information and support in a timely courteous manner
in ways that help build capacity at the school level and support school needs.
Indicator 9.3 The district leader responds to school needs with differentiated support by providing direct
services and support, serving as a broker of services and support, and/or building the capacity at the
school level to provide themselves with the needed support.
Indicator 9.4 The district leader engages in cross functional support of schools by communicating,
cooperating and collaborating in an effort to provide coordinated and planned support systems to schools.
Rating Rubric
Highly Effective: Leader’s
Effective: Leader’s actions or
Needs Improvement:
Unsatisfactory: Leader’s
Evaluation Focus: Enabling school
leaders supervised to maximize time
and capacities on school
improvement priorities. Attributes of
the highly effective district
administrator on this core practice
include:
Evaluation Focus: Enabling school
leaders supervised to prioritize time
and capacities on school
improvement priorities. Attributes of
the effective district administrator on
this core practice include:
Evaluation Focus: Practices are used
that distract school leaders from
consistent attention to school
improvement priorities. Attributes of
the district administrator needing
improvement on this core practice
include:
Evaluation Focus: Use practices that
interfere with school leaders
consistent attention to school
improvement priorities. Attributes of
the district administrator
unsatisfactory on this core practice
include:
Priority Attributes
The link between school needs
and the support delivered is in
evidence from the alignment in
the department’s/district’s
improvement plan.
Some evidence of improvement
exists, but there is insufficient
evidence of using such
improvements to initiate changes
in leadership practices related to
improving support services for
schools.
The district administrator sends
late or conflicting notices of due
dates on issues requiring use of
school site time or resources.
actions or impact of leader’s actions
relevant to this core practice exceed
effective levels and constitute models
of proficiency for other leaders.
District administrators
communicate with each other on
their expectations for school
sites, establish practical
priorities, coordinate due dates,
and adjust district expectations
to accommodate teacher and
principal learning priories at the
school site.
The district administrator
routinely shares examples of
specific leadership practices and
differentiated support services
that have been effective in
helping school leaders’ focus on
teaching and learning.
Significant Supporting
impact of leader’s actions relevant to
this core practice are sufficient and
appropriate reflections of quality work
with only normal variations.
The district administrator clearly
defines his/her role in supporting
teaching and learning in schools,
and is able to describe the
expertise, knowledge and
qualifications needed in order to
provide consistent quality
support.
School leaders supervised are
provided consistent guidance
and support on balancing job
responsibilities not related to
instructional leadership and
faculty development so that
Leader’s actions or impact of leader’s
actions relevant to this core practice
are evident but are inconsistent or of
insufficient scope or proficiency.
The district administrator has
taken some decisive actions to
make some changes in their
leadership practices, but
additional actions are needed to
generate consistent, high quality
support for all schools.
actions or impact of leader’s actions
relevant to this core practice are
minimal or are not occurring, or are
having an adverse impact.
Evidence of consistent, high
quality support to schools is not
routinely gathered and used to
promote further growth.
The district administrator is
indifferent to the data about
school needs, the administrator
blames others and external
characteristics for insufficient
progress.
The district administrator does
not believe that the central
offices play a role in improving
student achievement.
63
Attributes
Other leaders credit this district
administrator with sharing ideas,
coaching, and providing
technical assistance to
implement successful new
initiatives supported by quality
planning and goal setting to
support school leaders’ efforts in
improving teaching and learning.
improvements in the learning
environment do not take a
secondary role.
The district administrator has not
taken decisive action to change
leadership practices, or other
variables in order to support to
schools.
The district administrator keeps
well-informed about school
needs and issues, and maintains
open lines of communication
from and to schools in order to
continuously monitor and update
supports to them.
The district administrator
develops and follows specific
guidelines related to promptness,
timeliness and courteousness in
responding to schools, and
demonstrates the ability to
anticipate as well as respond to,
schools’ needs and requests,
and maintains this emphasis
through ongoing training and
monitoring.
The district administrator
provides a range of customized
supports for different schools,
and works collaboratively with
other district administrators to
coordinate efforts to support
school improvement.
Leadership Evidence of proficiency on this core practice may
be seen in the leader’s behaviors or actions. Illustrative
examples of such evidence may include, but are not limited to
the following:
Impact Evidence of leadership proficiency may be seen in the
behaviors or actions of the faculty, staff, students and/or
community. Illustrative examples of such evidence may
include, but are not limited to the following:






Hiring processes reflect a focus on efforts to improve the
expertise, knowledge, and qualifications to improve support to
schools
Meeting agendas, presentations, and written messages reflect
ways in which the district administrator builds the capacity of
school leaders and staff members
School walkthrough’s, conference notes, written feedback and
presentations reflect that the district administrator keeps wellinformed and anticipates and responds to school needs
Meeting minutes, data reports and presentations reflect that the
administrator communicates, cooperates, and collaborates with
other departments in analyzing data to monitor and improve
support services to schools
Other leadership evidence of proficiency on this indicator.




Principals can identify specific ways the new hiring practices in
central office have enabled them to improve school operations,
and they have increased their requests of the administrator for
support at their schools.
Various operations in the school have shown improved
efficiency and effectiveness due to the support from central
office which may include; cafeteria routines, financial
management, and bus arrival and departures.
Principal and teacher practices have changed as a result of the
feedback from central office visits and feedback for growth
Principals and faculty talk about being part of a team with the
central office and work in partnership with them to achieve their
goals .
Other impact evidence of proficiency on this indicator.
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on this core practice,
assign a proficiency level by checking one of the four proficiency levels below. If not being rated at this time, leave
blank:
[ ] Highly Effective
[ ] Effective
[ ] Needs Improvement
[ ] Unsatisfactory
Evidence Log (Specifically, what has been observed that reflects current proficiency on this core practice? The
examples above are illustrative and do not reflect an exclusive list of what is expected):
64
Reflection Questions for Core Practice #9
Highly Effective:
Effective:
Needs Improvement:
Unsatisfactory:
In what ways might you further
extend your reach within the
district to help others benefit
from your knowledge and skill
in establishing and maintaining
consistent, high quality support
to all schools?
What strategies have you
considered that would ensure
that all schools receive
consistent, high quality,
differentiated support from
your office?
How might you structure a plan
that enables you to establish and
maintain meaningful relationships
with school leaders, and enables
you to provide consistent, high
quality, differentiated support for
all schools?
What might be the importance of
providing consistent, high quality,
differentiated support to all
schools?
How could you share with your
colleagues across the district
the successes (or failures) of
your efforts?
65
DISTRICT OFFICE CORE PRACTICES
RUBRICS
Core Practice #10: Focusing on Behaviors Essential to Success as a District
Leader; Demonstrating Personal and Professional Behaviors Consistent with
Quality Practices in Education and as a Community Leader (Universal to all
Central Office including non-instructional central leaders)
Narrative: State Board Rules define specific expectations for the conduct and ethical behaviors for Florida
educators.
Indicator 10.1 The district leader adheres to the Code of Ethics (Rules 6B-1.001) of the Education
Profession in Florida and to the Principals of Professional Conduct for the education profession (Rules
6B-1.006, F.A.C.).
Rating Rubric
Highly Effective: Leader’s
Effective: Leader’s actions or
Needs Improvement: Leader’s
Unsatisfactory: Leader’s
Priority Attributes There is
clear, convincing, and consistent
evidence that the school leader
abides by the spirit, as well as
the intent, of policies, laws, and
regulations that govern the
school and the education
profession in the state of Florida,
and inspires others within the
organization to abide by that
same behavior.
There is clear evidence that the
leader values the worth and
dignity of all people, the pursuit
of truth, devotion to excellence
(i.e., sets high expectations and
goals for all learners, then tries in
every way possible to help
students reach them) acquisition
of knowledge, and the nurture of
democratic citizenship.
The leader’s behaviors enable
recurring misunderstanding and
misperceptions about the
leader’s conduct and ethics as
expressed in the Code and
Principles.
The leader’s patterns of behavior
are inconsistent with the Code of
Ethics, Rule 6B-1.001, or
disciplinary action has been
initiated based on violation of the
Principles of Professional
Conduct, Rule 6B-1.006.
actions or impact of leader’s actions
relevant to this indicator exceed
effective levels and constitute models
of proficiency for other leaders.
The leader clearly demonstrates
the importance of maintaining
the respect and confidence of his
or her colleagues, of students, of
parents, and of other members
of the community, as a result the
leader achieves and sustains the
highest degree of ethical conduct
and serves as a model for others
within the district.
impact of leader’s actions relevant to
this indicator are sufficient and
appropriate reflections of quality work
with only normal variations.
The leader's primary professional
concern is for the student and for
the development of the student's
potential. Therefore, the leader
acquires the knowledge and
skills to exercise the best
professional judgment and
integrity.
The leader demonstrates the
importance of maintaining the
respect and confidence of his or
her colleagues, of students, of
parents, and of other members
of the community. As a result the
leader adheres to the prescribed
ethical conduct.
actions or impact of leader’s actions
relevant to this indicator are evident
but are inconsistent or of insufficient
scope or proficiency.
There are segments of the
school community whose
developmental needs are not
addressed and leadership efforts
to understand and address those
needs is not evident.
actions or impact of leader’s actions
relevant to this indicator are minimal
or are not occurring, or are having an
adverse impact.
The leader has only a general
recollection of issues addressed
in the Code and Principles and
there is limited evidence that the
school leader abides by the
spirit, as well as the intent, of
policies, laws, and regulations
that govern the school and the
education profession in the state
of Florida.
Leadership Evidence of proficiency on this indicator may be
seen in the leader’s behaviors or actions. Illustrative examples
of such evidence may include, but are not limited to the
following:
Impact Evidence of leadership proficiency may be seen in the
behaviors or actions of the faculty, staff, students and/or
community. Illustrative examples of such evidence may
include, but are not limited to the following:



Samples of written feedback from administrators regarding the
leader’s judgment and/or integrity on issues related to the
learning environment, instructional improvement or school
organization.
Samples of written feedback provided by parents regarding the
leader’s judgment and/or integrity on issues related to the


Administrator, teacher, student, parent anecdotal evidence
reflecting respect for the principal’s ethics and conduct.
Recognition by community and parent organizations of the
principal’s impact as a role model for student and adults in the
community.
Parent or student questionnaire results.
66



learning environment, instructional improvement or school
organization.
School improvement plan’s focus on student success and
evidence of actions taken to accomplish such plans.
School safety and behavioral expectations promoted by the
leader for the benefit of students.
Other leadership evidence of proficiency on this indicator.

Other impact evidence of proficiency on this indicator.
Scale Levels: (choose one) Where there is sufficient evidence to rate current proficiency on this core practice,
assign a proficiency level by checking one of the four proficiency levels below. If not being rated at this time, leave
blank:
[ ] Highly Effective
[ ] Effective
[ ] Needs Improvement
[ ] Unsatisfactory
Evidence Log (Specifically, what has been observed that reflects current proficiency on this core practice? The
examples above are illustrative and do not reflect an exclusive list of what is expected):
Reflection Questions for Core Practice #10
Highly Effective:
Effective:
Needs Improvement:
Unsatisfactory:
How might you expand your
influence within the district so
that others achieve and sustain
your high degree of ethical
conduct?
What might be some strategies
you could pursue that would
inspire others within the
organization to demonstrate
your level of ethical behavior?
How might you be more overt in
demonstrating that you abide by
the spirit, as well as the intent, of
policies, laws, and regulations that
govern the school and the
education profession in the state
of Florida?
In what ways are you
demonstrating that you abide by the
spirit, as well as the intent, of
policies, laws, and regulations that
govern the school and the
education profession in the state of
Florida?
67
EVALUTION FORM: Annual PERFORMANCE LEVEL
This form is used to calculate a Summative Performance Level
School:
School Year:
Evaluator:
District:
Evaluator’s Title:
Date Completed:
Examine all sources of evidence for each of the ten core practices, using the results
from the assessment process as it applies to the district leader’s performance.
Incorporate the Deliberate Practice Score. Refer to the Scoring Guide to rate the
assessment and Deliberate Practice. Assign an overall evaluation of the district
leader’s performance, sign the form and obtain the signature of the district leader.
A. Leadership Practice Score
District Leader Assessment Score _____ x .80 = ______
Deliberate Practice Score x .20 = _______
Combined score is District Leadership Practice Score: ___________________
B. Student growth Measure Score: _________________________
C. Performance Score: ___________________________________
Performance Score Ranges
2.50 – 3.00
1.50 – 2.49
.50 -1.49
0 - .49
Performance level is
( ) Highly Effective
Score
3
2
1
0
( ) Effective
Performance Level Rating
Highly Effective
Effective
Needs Improvement
Unsatisfactory
( ) Needs Improvement
( ) Unsatisfactory
______________________________________________________________________
District Leader Signature:
__________________________________________________
Date: ____________________________________________
Evaluator’s Signature:
__________________________________________________
Date: ____________________________________________
68
APPENDIX A
69